making sense of decoding and spelling: an adult reading...

Charles A. MacArthur, University of Delaware

Judith A. Alamprese, Abt Associates Inc.

Deborah Knight, Atlanta Speech School

August 2010The National Institute for LiteracyWashington, DC

Making Sense of Decoding and Spelling: An Adult Reading Course of Study

Lesson Plans

The Teachers’ Guide, Lesson Plans, and Learner Activity Book that comprise the Making Sense of Decoding and Spelling: An Adult Reading Course of Study were prepared for dissemination under National Institute for Literacy Contract No. ED-NIL-09-C-0058 with the University of Delaware. The development and evaluation of this course of study was supported by a grant to the University of Delaware and Abt Associates Inc. jointly funded by the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (5R01HD43798), the National Institute for Literacy (NIFL), and the Office of Vocational and Adult Education (OVAE) of the U.S. Department of Education.

The reading course of study materials were written by Charles A. MacArthur, University of Delaware; Judith A. Alamprese, Abt Associates Inc.; and Deborah Knight, Atlanta Speech School. Lynn Reddy served as the contracting officer’s representative. Patricia Bennett served as the Program Officer. The views expressed herein do not necessarily represent the positions or policies of the National Institute for Literacy. No official endorsement by the National Institute for Literacy of any product, commodity, or enterprise in this publication is intended or should be inferred.

The National Institute for Literacy, a Federal government agency, is a catalyst for advancing a comprehensive literacy agenda. The Institute bridges policy, research and practice to prompt action and deepen public understanding of literacy as a national asset.

Daniel Miller, Acting Director

Lynn Reddy, Deputy Director

August 2010

The citation for this document should be: MacArthur, C.A., Alamprese, J.A., & Knight, D. (2010), Making Sense of Decoding and Spelling: An Adult Reading Course of Study, Lesson Plans. Washington, DC: The National Institute for Literacy.

This document may be downloaded at http://lincs.ed.gov/

http://lincs.ed.gov/

Lesson Plans i

Preface

Making Sense of Decoding and Spelling: An Adult Reading Course of Study is an evidence-based course of study designed to teach adult learners to decode and spell words more accurately and fluently. It is designed to be used as one component of a comprehensive adult reading course. The target population for the course is ABE learners at the low-intermediate level (4th-7th grade equivalence level). It contains 30 scripted lesson plans. The course begins with a review of basic alphabetic decoding skills and then teaches the most common and useful patterns of English words, and their applications in decoding, spelling, and fluent reading. The course was evaluated in an experimental study.

NOTE: It is important that instructors have all materials to use this reading course of study effectively. These Lesson Plans are designed to be used in conjunction with the other materials that make up the course. Materials for the course include three documents and a set of charts:

Teachers’ Guide

Lesson Plans (This document)

Learner Activity Book

Charts (in the Appendix of the Lesson Plans and Learner Activity Book)

The Teachers’ and Administrators’ Guide presents information about the core concepts, design, research base, and implementation of the Making Sense reading course of study. It contains guidance for ABE instructors about the knowledge that is needed to teach Making Sense, the structure and content of the lessons in the course, and the integration of Making Sense within a comprehensive adult reading course. This Lesson Plans document includes the 30 scripted lessons with related materials which can be made into overhead transparencies or PowerPoint slides. The Learner Activity Book is designed for use by individual learners in conjunction with the lessons; each learner should have a copy. The Charts are designed to hang on the wall; copies are in the Teachers’ Guide and Learner Activity Book. All materials are designed to be downloaded from the Internet, printed, and copied for use at no cost.

Authors

Charles A. MacArthur is a professor in the School of Education at the University of Delaware. His major research interests include adult literacy, writing development and instruction for struggling writers, and strategy instruction. He was the principal investigator of the project that developed and evaluated the Making Sense course of study.

Lesson Plans ii

Judith A. Alamprese is a Principal Associate at Abt Associates Inc. Her research and evaluation interests include adult reading instruction, adult education program quality, interagency coordination, adult basic education and career pathways, and state systemic change. She was the director of the experimental study in which the Making Sense course of study was evaluated.

Deborah Knight is Co-Director of the Rollins Center for Language & Learning at the Atlanta Speech School where she leads a team of coaches who provide comprehensive professional development in literacy for schools. She was an investigator on the project that developed the Making Sense course of study.

Acknowledgements

Many individuals contributed to the development and evaluation of this course of study. We would like to thank our project officers, Peggy McCardle and Brett Miller from NICHD, Ricardo Hernandez from OVAE, and Sandra Baxter, Lynn Reddy, and Patricia Bennett from NIFL for their support throughout the project. They were active participants in coordinating our efforts with our group of research projects. The funding from NIFL to disseminate the results of our work is much appreciated.

We also would like to thank the many staff that made the project possible through their hard work and dedication: Abt Associates Inc.--Cristofer Price and Amanda Parsad for the statistical analyses, Fumiyo Tao for site recruitment, management, and data collection, Kathie Mackin and Nancy Brigham for data collection, Daphne Garcia and Meredith Beck for data coding and processing, and University of Delaware research assistants Allison Golinkoff, Leah Lembo, Katya Midgette, Zoi Philippakos, and Ximena Uribe.

Finally, we would like to thank the many adult education instructors and learners who contributed their time and knowledge in providing feedback on the Making Sense instruction. This feedback was essential to the improvement and success of the course. There are too many to name, but we deeply appreciate their contributions without which this work would not have been possible.

Lesson Plans iii

Table of Contents

Scope and Sequence of Lessons 1

Notes on Using the Lesson Plans

Using the Teachers’ Guide, Lesson Plans, and Learner Activity Book 4

Formatting Conventions for the Lesson Plans 5

Lesson Plans (with Materials)

Lesson 1: Overview / Introduction 1-1

Lesson 2: Short a and e in CVC Syllables 2-1

Lesson 3: Short i, o, and u in CVC Syllables 3-1

Lesson 4: Syllable Division with CVC Syllables 4-1

Lesson 5: Prefixes and Suffixes that are CVC Syllables 5-1

Lesson 6: Review 6-1

Lesson 7: Long Vowels in VCe Words 7-1

Lesson 8: Dropping the Final e Prior to a Suffix 8-1

Lesson 9: Doubling the Final Consonant in CVC Syllables 9-1

Lesson 10: Variations on the Final-e Pattern 10-1


Lesson 12: The Cle Pattern 12-1

Lesson 13: Open Syllables 13-1

Lesson 14: Stress and Schwa 14-1


Lesson 16: Sounds of y; Words Ending in y and ey 16-1

Lesson 17: Changing y to i When Adding a Suffix 17-1

Lesson 18: Prefixes and Suffixes 18-1


Lesson 20: Digraph Vowels (ai, ay, ee, ey) 20-1

Lesson 21: Digraph Vowels (oa, ou, ow) 21-1

Lesson 22: Digraph Vowels (oi, oy, oo) 22-1

Lesson Plans iv

Lesson 23: Digraph Vowels (ea) 23-1

Lesson 24: Syllables with r-Colored Vowels 24-1

Lesson 25: r-Colored Vowels; Suffixes –or and -ard 25-1


Lesson 27: Soft and Hard Sounds of c 27-1

Lesson 28: Soft and Hard Sounds of g 28-1


Lesson 30: Grand Finale 30-1

Appendix: Charts

Six Syllable Patterns Chart A-1

Spelling Rules Chart A- 2

Strategy for Reading Multisyllabic Words Chart A- 3

Prefixes Chart A- 4

Suffixes Chart A- 5

Prefixes and Suffixes Bookmark A- 6

Syllables and Strategy Credit Card A- 7

Vowel Pronunciation Guide A-8

Lesson Plans 1

Scope and Sequence of Lessons

Lesson 1: Introduction

The first lesson introduces the course as the study of how the English language works and teaches the basic concepts of phonemes and syllables with a few exercises.

Lessons 2-6: Closed Syllables with Short Vowels

These lessons review the short vowel sounds and basic blending (sounding out) procedures. The closed syllable pattern is explained and multisyllabic words composed of closed syllables are divided and decoded. Affixes that are closed syllables are also included. The lessons also introduce the first two spelling rules for doubling the final s, f, l in one syllable Consonant Vowel Consonant (CVC) words and spelling the sounds of k, j, and ch at the end of CVC syllables. The last lesson in this part and every other part is a review.

Lesson 2: Short a and e in CVC Syllables

Lesson 3: Short i, o, and u in CVC Syllables

Lesson 4: Syllable Division with CVC Syllables

Lesson 5: Prefixes and Suffixes that are CVC Syllables

Lesson 6: Review

Lessons 7-11: Final-e, or Vowel Consonant (VC)e Syllables and Related Spelling Rules

These lessons introduce the highly reliable VCe, or final-e, pattern for long vowel words. The contrasting spelling rules about dropping the final-e before adding an ending and about doubling the final consonant in closed syllable words are taught. Syllabification and affixes are extended to include the new pattern.

Lesson 7: Long Vowels in VCe Words

Lesson 8: Dropping the Final e Prior to a Suffix

Lesson 9: Doubling the Final Consonant in CVC Syllables

Lesson 10: Variations on the Final-e Pattern

Lesson 11: Review

Lesson Plans 2

Lessons 12-15: Open Syllables and consonant-le (Cle) Syllables, Stress and Schwa

These lessons introduce the open syllable pattern with a long vowel. New principles are added to the strategy for reading multisyllabic words, requiring flexibility when a single consonant comes between vowels. The difficult idea of stressed syllables is introduced along with the concept of the schwa sound. The Cle pattern is also taught.

Lesson 12: The Cle Pattern

Lesson 13: Open Syllables

Lesson 14: Stress and Schwa

Lesson 15: Review

Lessons 16-19: Words Ending in y and Related Spelling Rule

These two lessons and review lesson introduce words ending in y and the rule for when to change it to an i when adding endings. More affixes are introduced and the full strategy for multisyllabic words is covered.

Lesson 16: Sounds of y; Words Ending in y and ey

Lesson 17: Changing y to i When Adding a Suffix

Lesson 18: Prefixes and Suffixes

Lesson 19: Review

Lessons 20-26: Vowel Digraphs and R-colored Vowels

These lessons introduce the most common and reliable vowel pairs. The r-colored vowels and syllable type are introduced.

Lesson 20: Digraph Vowels (ai, ay, ee, ey)

Lesson 21: Digraph Vowels (oa, ou, ow)

Lesson 22: Digraph Vowels (oi, oy, oo)

Lesson 23: Digraph Vowels (ea)

Lesson 24: Syllables With r-Colored Vowels

Lesson 25: Syllables With r-Colored Vowels; Suffixes –or and ard

Lesson 26: Review

Lesson Plans 3

Lessons 27-28: Hard and Soft Sounds of c and g

These lessons introduce the multiple sounds of c and g.

Lesson 27: Soft and Hard Sounds of c

Lesson 28: Soft and Hard Sounds of g

Lesson 29-30: Review

These lessons focus on review of the patterns taught and further practice using the strategy for reading multisyllabic words. The final lesson reviews the role of phonology and orthography is reading and spelling words and celebrates the completion of the lessons and the students’ accomplishments.

Lesson 29: Review

Lesson 30: Grand Finale

Lesson Plans 4

Notes on Using the Lesson Plans

Using the Teachers’ Guide, Lesson Plans, and Learner Activity Book

The Teacher’s Guide presents essential information for understanding the content of the lessons. It also includes guidance about how to use the various activities in providing instruction. It is critical that you read the Teachers’ Guide and use it in preparing your lessons.

The Lesson Plans are scripted to help you in presenting the lessons. However, the scripts are not designed to be read or to confine your teaching. It is important that you review the lessons thoroughly before teaching them so that you can deliver the content in a natural way and devote most of your attention to listening and responding to your learners. Feel free to expand on the explanations, ask additional questions, provide additional review, and whatever else is needed to promote adults’ learning.

The Lesson Plans frequently refer to the Learner Activity Book. Each learner should have a copy of the Learner Activity Book. Versions of all the activities are included in the Lesson Plans with the correct answers indicated in bold.

Each lesson includes materials for overhead transparencies or PowerPoint slides. The Materials section of the lesson overview guides you on which ones you will need to have ready and use for each lesson. The materials associated with each lesson are located at the end of the lesson. If the material is also in the Learner Activity Book, it is noted on the material. As suggested elsewhere, you can file the lessons and materials for overheads or PowerPoint slides in a notebook for easy access.

The lessons also refer to Charts. If possible, you should display these on the wall. The Materials section of the lesson works as a reminder of the charts you will need to have displayed. The Preparation section of the lesson overview sometimes asks you to put an asterisk on the chart or highlight a section to indicate the content that will be taught that day. The charts are included in the Appendix of this volume. The same charts are in the Learner Activity Book Appendix.

The lessons have built-in progress checks to monitor the learners’ understanding of the content that is taught. If there is a need to re-teach a lesson, there are additional words to use in your instruction.

Lesson Plans 5

Formatting Conventions for the Lesson Plans

The scripts include symbols to indicate what the instructor should do. The explanation of the symbols can be seen in the figure below:

Legend of Symbols

Say, Explain, Read, Continue, Pause, Repeat

≈ Write

Ask

Display

▲ Point, Draw

The scripts indicate in bold type within parentheses the expected or suggested answers of the learners. The icons and learner responses look like this:

Ask, ―Why do we add an s to flame?” (To make it plural.)

The scripts frequently include directions to pronounce sounds. A pronunciation guide for the vowel sounds can be found on the next page. Sounds are indicated by putting the letters within slash marks, like this:

Ask, ―Can you think of any other words with the /a/ sound?” (Examples: cat, hat, that, bat)

The scripts also include directions to spell out letter patterns. This is represented by letters separated by hyphens, like this:

Say, “Go through the letter from camp and underline all of the words that have the digraph e-a.

Lesson Plans 6

Lesson Plans

Lesson Plans 1-1

Lesson 1

Overview / Introduction

Lesson Overview This lesson is an overview of the entire curriculum. It introduces the students to the structural components of English language (sound, letter) and sets the purpose for the syllable instruction lessons. This lesson includes the following parts:

- How English Works - Counting Sounds - Recognizing syllables - Etymology

Approximate Time: 40 Minutes.

Objective To create a curiosity and an interest in letters, sounds, and decoding. To provide an introduction and overview of the curriculum.

Materials Three Transparencies/PowerPoints:

- Activity Book, Lesson 1, Activity A: Counting Sounds - Recognizing Syllables - Activity Book, Lesson 1, Activity B: Etymology

Preparation

Lesson 1

Lesson Plans 1-2

How English Works Estimated Time: 10 min. Say, “We are beginning a new curriculum to learn how to read and spell words

accurately and quickly. Today we are going to learn about the English language and about what we will study. You won’t know the answers to some of the exercises we do today. Don’t worry about that because when we are finished with our work together, you will be able to answer all of the questions and exercises we do today.”

Explain, “You will be studying linguistics. Linguistics is the science that

explains how language works. We will also be studying phonology. Phonology is the study of the sounds of English. A sound in English is called a phoneme.”

≈ Write linguistics on the board.

Say, “Linguistics is the science that studies all aspects of language.”

≈ Write phonology on the board indented and under linguistics to indicate that it

is an area of linguistics. Say, “Phonology is the study of the sounds of language. A phoneme is another

word for a sound.”

≈ Write phoneme on the board under phonology.

Ask, “What is similar about the words phonology and phoneme?” (They begin

with phon.) Say, “Right. What do you think phon(e) means?” (speech sound)

Say, “Can you think of another word that has phon(e) in it?” (telephone)

Say, “Why do you think phone is in telephone?” (We make speech sounds

when we talk on the telephone.) Say, “English words are spelled with letters. How many letters do we have in

English?” (26) Say, “Good. We use letters to represent sounds. There are twenty-six letters,

but we have more than twenty-six sounds in English.” Ask, “How many sounds are there in English? Take a guess.” (Around 40

sounds. It depends on your accent or dialect.)

Lesson 1

Lesson Plans 1-3

Ask, “So how do we get forty sounds out of twenty-six letters?” (Sometimes we combine letters to represent a new sound (e.g., s usually represents /s/ and h usually represents /h/. But when we combine s and h in ship, the s-h together represent /sh/. Vowels can also work together to represent a new sound. O-i in oil represents the sound /oi/.)

Say, “There are two basic kinds of sounds in English: vowels and consonants.” Ask, “Can someone name the vowels?” (a, e, i, o, u)

Say, “Right. There are also two consonants that also are sometimes vowels: y

and w. Let me give you an example. The y in cycle represents the sound of a long i. In cow, the o combines with w to serve as a vowel.”

Counting Sounds Estimated Time: 10 min.

Say, “Let’s try counting the sounds we hear in words. Listen to this word:

map.” Ask, “How many sounds or phonemes are in map?” (3)

Say, “Listen as I say each of the sounds: /m/ /a/ /p/.”

Ask, “Can someone say the sounds in map?” [NOTE: Be sure they are clearly

pronouncing each phoneme separately. Tell them to try to say the sound /p/ as /p/ rather than /pə/.]

Explain, “So, there are three letters and three sounds in map. Sometimes the

number of letters and sounds don’t match.” Ask, “How many sounds are in the word girl?” (3)

Ask, “Can anyone say each of the sounds in girl?” (/g/ /r/ /l/)

Explain, “There are four letters, but three sounds in girl.” [NOTE: If students

are having difficulty with this task, practice a couple more words before proceeding with the exercise. Do not expect all students to master segmenting words into sounds at this point. The objective of this exercise is to introduce them to the relationship between letters and sounds. Try the words, cake (3) and trap (4).]

Say, “Now let’s have you count the sounds in words. Look at Activity A in your

book. Say the words quietly to yourself and write the number of sounds in the space next to the word.” (You may wish to have students work in pairs.)

Lesson 1

Lesson Plans 1-4

Activity Book, Lesson1, Activity A Counting Sounds

1. pig 3 3. bird 3 5. fix 4 7. bomb 3 2. two 2 4. through 3 6. tea 2 8. idea 4

Say, “Let’s review the answers.” (Have students pronounce the words and

the sounds in the words.) Ask, “Why does bomb have only three sounds?” (The last b is silent.)

Ask, “Why does fix have four sounds?” (The x at the end stands for 2 sounds:

/k/ and /s/.) Ask, “Why does tea have two sounds?” (The e-a represents one sound, /ē/.)

Ask, “Why does idea have four sounds?” (In this word the e-a represents 2

sounds, but you must listen carefully to hear them.) Pronounce idea slowly and distinctly, segmenting each sound.

Recognizing Syllables Estimated Time: 10 min. Say, “We have talked about phonemes. What is a phoneme?” (The sounds

that the letters represent.) Say, “Right. So, /m/ is a phoneme. We can put the phonemes /m/ /a/ /p/

together to make the word map. Words are also made up of syllables. If you can figure out the syllables in a word, you can read almost anything. First, let’s make sure you can hear syllables.”

Call on several students by name and ask them how many syllables are in their names. If students are having trouble hearing the natural breaks of syllables, ask them to place their hands under their chins. Each time their chin drops, they have said a new syllable.

Display the transparency/PowerPoint with antidisestablishmentarianism.

Lesson 1

Lesson Plans 1-5

Ask, “Can anyone read this word?” Say, “This word has eleven syllables. I’ll write the word by syllables.”

≈ Write an ti dis es tab lish men tar i an ism, saying the syllables as

you write them. Ask, “How many of these syllables end with a consonant?” (9) Say, “Great. These nine syllables are closed syllables because they end in a

consonant. How many syllables end in vowels?” (2) Say, “Excellent. For example, ti ends in the vowel i. Knowing how a syllable

ends gives us a clue as to how to pronounce it. There are only a few ways that the vowel in the syllable can be pronounced. We are going to learn about syllables to help you read and spell better. Even though words can be long, they are made up of short syllables that are easier to pronounce and spell. Let me read the word syllable-by-syllable.”

Read the word slowly by syllable. Read the word a second time with automaticity.

Say, “So, there are only two kinds of syllables here in one of the longest words

in English. Once you know the kinds of syllables and how to break words into syllables, you will have figured out how to read long words. Does anyone want to try reading this word?”

Remove the word from the overhead projector. Say, “Now, I want you to try spelling this word as I say it syllable-by-syllable.

Just do the best you can.” Dictate the word syllable-by-syllable. Display the transparency/PowerPoint with the word again and ask students to check their spelling.

Lesson 1

Lesson Plans 1-6

Etymology Estimated Time: 10 min. Explain, “Etymology concerns the origins of words—what languages they were

borrowed from. English has borrowed words from many languages, but especially from French, Greek, and Latin. The original vocabulary of English, however, was related to German and was brought to England in the fourth and fifth centuries by Germanic tribes—the Angles, the Saxons, and the Jutes. The Angles were the dominant tribe, however, and soon Britain was called Angle-land, which in time was pronounced “England.” Similarly, the name of the language became “English.” Up until 1066, the English did not have many French words in their language. William the Conqueror came across the English Channel from France and conquered them. The English who were farmers talked about raising cows and pigs. But the rulers talked about eating the food that the Angles, Saxons, and Jutes were raising. So, they used French words. They ate boeuf and porc. These words became beef and pork. This is one example of how we borrowed words from other languages. The names of our animals come from these Anglo-Saxon languages that are like German. The names of many of our meats come from French. Look at Activity B.”

Say, “Look at Activity B in your book. Can you guess which languages these

words were borrowed from?”

Activity Book, Lesson 1, Activity B Etymology

1. chili, jalapeno, salsa Spanish 2. pizza, salami, pepperoni Italian 3. hamburger, deli, kraut German 4. chef, romaine, croutons French 5. predict, dictation, interdiction Latin

Display the transparency/PowerPoint and have students check their work. Say, “Let’s review the activity.”

Ask, “What languages did you choose and why?”

Ask, “What do you notice about all of the words in number five?” (They all

contain the root word dict, which means to say.)

Lesson 1

Lesson Plans 1-7

Explain, “Knowing the language a word came from sometimes helps us read and spell that word.”

Say, “Today we have begun our study of linguistics. You have begun to learn

about phonology and phonemes, syllable patterns, and etymology. During this course, we will study all of these areas in more depth so that you will become competent, advanced readers, and spellers.”

Lesson 1

Lesson Plans Materials: 1 of 3

Activity Book, Lesson 1, Activity A Counting Sounds

1. pig 3

2. two 2

3. bird 3

4. through 3

5. fix 4

6. tea 2

7. bomb 3

8. idea 4

Lesson 1


Lesson 1 Recognizing Syllables

antidisestablishmentarianism

Lesson 1


Activity Book, Lesson 1, Activity B Etymology

1. chili, jalapeno, salsa Spanish 2. pizza, salami, pepperoni Italian 3. hamburger, deli, kraut German 4. chef, romaine, croutons French 5. predict, dictation, interdiction Latin

Lesson Plans 2-1

Lesson 2

Short a and e in CVC Syllables

Lesson Overview This lesson focuses on CVC words that contain the short vowel sounds /a/ and /e/. The lesson includes the following parts:

- Document of the Day - New Pattern – short sounds of ‗a‘ and ‗e‘ - Segmenting and blending - The CVC pattern - Syllables with CVC - Spelling rule – double ff, ss, ll - Progress Check - Smooth Reading

Approximate Time: 60 Minutes

Objective To learn the short sounds of a and e in CVC words To learn the doubling of the endings s, f, l in one syllable CVC words

Materials Six Syllable Patterns Chart Spelling Rules Chart 3 transparencies/PowerPoints:

- Document of the Day - Activity Book, Lesson 2, Activity B: Sort the Syllables - Activity Book, Lesson 2, Activity D: Smooth Reading

Preparation

Display the Six Syllable Patterns Chart. Put an asterisk in front of CVC syllables (or mark it some other way). You will mark each syllable type as you introduce it. Display the Spelling Rules Chart. Put an asterisk in front of the first rule for doubling the –f, -s and –l in one syllable CVC words.

Lesson 2

Lesson Plans 2-2

Introduction Estimated Time: 1 min.

Say, ―Today we are working on Lesson 2. In the last lesson, you learned about the sounds, or phonemes, in words and about syllables. Today we are going to learn about the short vowel sounds of the letters ‗a‘ and ‗e‘. We will also learn about a kind of syllable that tells you the vowel has a short sound.‖

Explain, ―In some words and syllables, there is one sound for every letter. To read and spell these words, you need to be able to hear each of the separate sounds in the word. Some of the words in this lesson will be simple for you to read. We need to practice hearing the sounds in those words because it will help you read longer, multisyllabic words.‖

Document of the Day Estimated Time: 5 min.

Display the Document of the Day transparency/PowerPoint. Read the poster placed in a store window to the students:

Ted‘s Batting Cages

Grab a bat and a helmet.

New customers get two free visits.

New Pattern—Short a and e Estimated Time: 5 min.

≈ Write bat on the board.

Ask, ―How do you pronounce this word?‖ (bat) Ask, ―What is the vowel sound in bat?‖ (/a/) Ask, ―Which word in the Document of the Day has the same vowel sound as bat?‖ (grab)

≈ Write grab on the board. The list will look like this:

bat grab

Lesson 2

Lesson Plans

2-3

Ask, ―Can you think of any other words with the /a/ sound?” (examples: cat, hat, that, bat)

≈ Write the students‘ words on the board.

Ask, ―Can you think of any other words that end with a-b?” (examples: flab, nab, cab)

≈ Write the students‘ words on the board.

Ask, ―What kind of letter follows the a in each word?‖ (a consonant) [NOTE: If

students say the letters b or t, ask them if those letters are vowels or consonants.]

Ask, ―What letters are vowels?‖ (a, e, i, o, u, and sometimes y) [NOTE: If students mention w, commend them for remembering that w can serve as a vowel in combination with other vowels, as in ow in cow.]

Explain, ―The rest of the letters are consonants.‖

≈ Write the words bad and bed on the board.

Ask, ―What type of letter, consonant or vowel, is in the middle of these words?‖ (vowel) Say, ―Bad will be our key word for the sound /a/. Bed will be our key word for

the sound /e/. The sound of the vowel in both of these words is short.‖ Explain, ―I want to explain why we are using key words for short vowel sounds.

Short vowel sounds are hard to hear and distinguish. We will use the same consonant-vowel-consonant pattern of b_d for the key words. We call this pattern the CVC pattern for consonant-vowel-consonant. By keeping the consonants on either side of the vowel the same, it is easier to concentrate on the sound that the vowel is making.‖

Say, ―Please repeat the words after me. Say the word, the separate sounds,

the word again, and the vowel sound.‖ bad, /b/ /a/ /d/, bad, /a/ bed, /b/ /e/ /d/, bed, /e/

[NOTE: Keep a very rapid pace for the following sequence.]

Ask, ―Can someone tell me what the key word for short a is?‖ (bad) Ask, ―Can someone say the sounds in bad?‖ (/b/ /a/ /d/)

Lesson 2

Lesson Plans

2-4

Ask, ―Can someone tell me what sound the a in bad represents?‖ (/a/)

Ask, ―Can someone tell me the key word for the short e?‖ (bed) Ask, ―Can someone say the sounds in bed?‖ (/b/ /e/ /d/)

Ask, ―Can someone tell me what sound the e in bed represents?‖ (/e/)

Ask, ―Please repeat after me: /a/.‖ (/a/)

Say, ―Notice the position of my mouth when I say /a/.‖

Say, ―Now, repeat /e/ after me.‖ (/e/)

Ask, ―Can you alternate between the sounds /a/ and /e/?‖ [NOTE: Say /a/

followed by /e/ three or four times to model what you will ask students to do next. Exaggerate the position of your mouth.] Say, ―Say /a/ and then /e/.‖

Ask, ―What happens to your mouth when you change from the sound /a/ to /e/?‖ (The mouth moves from being wide open to having more of a smile.)

Ask, ―What is the key word for short a?‖ (bad) Ask, ―What sound does a represent?‖ (/a/)

Additional Words for Re-teaching: /a/: sat, rag, pat, map,

/e/: pet, red, hen, pen

Parts of Words—Segmenting and Blending Estimated Time: 10 min. Say, ―In order to spell words that you do not already know, you need to hear all

the sounds in the word.‖

≈ Write rat on the board.

Say, ―For example, if I want to spell the word rat, I say the word slowly and

listen for all of the sounds—rat, /r/ /a/ /t/, rat. What is the key word associated with this sound?‖ (bad)

≈ Write tap on the board.

Say, ―The next word is tap, /t/ /a/ /p/, tap. It helps some people to tap their

fingers as they do it.‖

Lesson 2

Lesson Plans

2-5

Repeat the sequence, tapping thumb to fingers for each sound—tap, /t/ /a/ /p/, tap. For the rest of these segmenting activities, model tapping your fingers.

Say, ―Let‘s try some other examples—how about the word slap. Say the word

quietly to yourself and see if you can tell how many sounds you hear.‖ Ask, ―How many sounds are in the word slap?‖ (four)

Say, ―Good! Listen as I do this example for you; slap, /s/ /l/ /a/ /p/, slap.‖

Say, ―Now try to segment the word stop on your own.‖

Ask, ―Would someone like to try it for us? Please say the word, segment it, and then say the word again.‖ (Stop, /s/ /t/ /o/ /p/, stop.)

Say, ―Let‘s do one more—the next word is blast. How many sounds do you hear

in this word?‖ (five) Say, ―That‘s right! Try that one on your own. [pause] Would anyone like to

try that one for us aloud?‖ (Blast, /b/ /l/ /a/ /s/ /t/, blast.) Say, ―Now we will do the same thing using syllables instead of words. Syllables

are parts of words. It is important to get comfortable with looking at the smaller parts of words in order to read longer words more easily.‖

≈ Write crat on the board.

Say, ―The first syllable we‘ll look at is crat, /c/ /r/ /a/ /t/, crat. The syllable

crat is in the word democrat, or technocrat, and many others.‖

≈ Write democrat and technocrat under the syllable crat. Underline the syllable

crat in each word. The list should look like this: crat democrat technocrat

Say, ―The next syllable is mag. Would someone like to segment this one?‖

(mag, /m/ /a/ /g/, mag.) Say, ―The syllable mag is in the word magazine and also in magnet.‖

Lesson 2

Lesson Plans

2-6

≈ Write mag on the board. Under it write the two examples magnet and

magazine: mag magnet magazine

Say, ―Next we are going to work on blending. These words and syllables have a

short e.‖

≈ Write beg, sled, and ness on the board in a list.

Say, ―These words may be easy to read, but you can use the same skill when

you come upon longer words. When you need to read a word that you don‘t know, you say each of the sounds and then blend them together. I will do the first few for you; just listen as I say each sound.‖

Point to beg on the board. Say, ―Here is the first one: /b/ /e/ /g/, beg. Everyone repeat that please.‖

(/b/ /e/ /g/, beg.) Point to sled. Say, ―The next word is: /s/ /l/ /e/ /d/, sled. Will everyone repeat that

please?‖ (/s/ /l/ /e/ /d/, sled.) Say, ―Please turn to Activity A in your Activity Book. Look at the first word.‖

Say, ―The first word is best. Point to the letters as you hear me say the

sounds: /b/ /e/ /s/ /t/, best. Notice that there are 2 consonants together, s and t. You hear each of the sounds. We call this a consonant blend. You blend the sounds of the consonants together to say the word.‖

Say, ―Look at the next example in column one: /b/ /a/ /th/, bath. Notice that

t-h makes one sound, /th/. You do not hear the sound of a t -- /t/ or h -- /h/; th together makes a new sound—/th/. When two consonants together make one sound, we call that a digraph. Di means 2; graph means something written. So digraph means 2 letters.‖

Say, ―The next one is: /p/ /a/ /ck/, pack. The same is true with the letters c-

k, they make one sound, /k/. C-k is also a digraph like t-h.‖ Say, ―I would like you to do the rest of these aloud. Who would like to try the

first one in column 2?‖ (/b/ /a/ /d/, bad)

Lesson 2

Lesson Plans

2-7

Continue with columns 2-5, as in the examples above. When you get to column 4, say, ―The next 2 columns are syllables. After you blend them, see if you can tell me a word that has that syllable.‖ (Possible answers are listed below.)

Activity Book, Lesson 2, Activity A Read the Words and Syllables

1 2 3 4 5 best bad nap hap (happy) slen (slender) bath rent mess sen (sensitive) dras (drastic) pack fled grasp cred (credit) san (sandal)

The CVC Pattern Estimated Time: 10 min.

Say, ―Now we are going to learn about one syllable pattern, or type of syllable,

that has a short vowel—the CVC pattern. All of the words and syllables in these activities fit the CVC pattern.‖

≈ Write bet on the board, writing ―C” or ―V” under each letter.

Say, ―The letter b is a consonant, so I‘m going to write ―C” for consonant under

the b, e is a vowel so I am going to write a ―V” for vowel under it, and t is a consonant, so I am going to write ―C” under it.‖

[NOTE: The word should appear like this on the board:]

bet CVC

Say, ―A CVC syllable has one vowel and ends in a consonant. It doesn‘t matter

how many consonants come before or after the single vowel.‖

≈ Write bat, brat, pest, clasp, and bled on the board.

Ask, ―Which of these words follow the CVC pattern?‖ (All of them.) Say, ―Let‘s look at these more closely. Notice the CVC pattern in each word.

Each word has one vowel and ends in a consonant.‖

Point to bat and write the corresponding letters CVC under the word. bat cvc

Say, ―B is a consonant, a is a vowel, and t is a consonant. Does everyone see

the pattern—one vowel and ends in a consonant?‖

Lesson 2

Lesson Plans

2-8

Point to brat and write the corresponding letters CVC under the word.

brat cvc

Say, ―Notice the pattern in this word. Does it fit our rule for a CVC word?‖ (yes)

Point to pest and write the corresponding letters CVC under the word. pest cvc

Ask, ―What do you notice in the word pest?‖ (There are two consonants after

the vowel.) Say, ―That‘s right, but it doesn‘t matter how many consonants come before or

after the vowel. To fit the pattern, the syllable has to have one vowel and end in a consonant. So pest fits the pattern.‖ [NOTE: Do the other examples in the same way.]

Say, ―Let‘s try a few other examples before we go on to the next activity.‖

≈ Write ad, cake and try on the board.

Point to ad.

Ask, ―Does this word fit the pattern for a CVC word? (Yes) Why?‖ (Because it has one vowel and ends in a consonant.)

Point to cake.

Ask, ―What about the word cake?‖ (This word does not fit the pattern

because it has two vowels and it doesn’t end with a consonant.)

Point to try. Ask, ―Is there a vowel in this word?‖ (Yes, the letter y is acting as a vowel.) Say, ―That‘s right. Does this word fit the CVC pattern?‖ (No, it doesn’t

because it doesn’t end with a consonant; it ends with a vowel.) Say, ―Now it is your turn to decide if a syllable follows the CVC pattern or not.

Look at Activity B in your books. These are all syllables you might find in a longer word. Decide if the syllable fits the CVC pattern and place a check in the appropriate column. Read the syllable to yourself.‖ (Teachers’ Guide shows the correct answers. Student Activity Books do not have checks.)

Lesson 2

Lesson Plans

2-9

Activity Book, Lesson 2, Activity B Sort the Syllables

Syllable CVC Not CVC

dis √

ket √

chim √

ic √

mod √

bab √

creat √

trans √

peek √

lo √

Display the transparency/PowerPoint. Choose a few words and ask students to explain why the syllables are or are not CVC syllables. Ask students to pronounce the CVC syllables (but not the non-CVC syllables).

Point to the Six Syllable Patterns Chart. Say, ―This chart shows 6 syllable types that we will learn about. Today we

learned about the first one—the CVC syllable. You have a copy of this chart at the back of your Activity Book to use as a reference.‖

Additional Words for Re-teaching: nap, snap, west, blast, blab, ab, rake, try.

Syllabification Estimated Time: 10 min. Say, ―Next we are going to look at some of the syllables from Activity B and

see how they fit together with other syllables to create longer words.‖

≈ Write mod on the board.

Say, ―The syllable mod is found in many other words.‖

≈ Write modern, modify, and module under the syllable mod. Underline the

syllable mod in each word. Mark the syllable divisions with slashes like this: mod / ern mod / i / fy mod / ule

[NOTE: The targeted syllable, mod, is a CVC syllable. Students should be able to read this syllable. If they are unable to read the other syllables that are not

Lesson 2

Lesson Plans

2-10

CVC, do not worry about it. Explain that they will learn how to pronounce those syllables later. Do not bring attention to these syllables unless the students ask about them.]

Say, ―Let‘s look at another example.‖

≈ Write trans on the board.

Say, ―Can anyone think of a word which contains the syllable trans?‖

(examples: transfer, transit, transport)

≈ Write any examples students provide on the board. If they do not offer

suggestions, write the words transfer, transit, and transport. Underline the syllables.

trans / fer trans / it trans / port

Say, ―Next let‘s look at the syllable dis.‖

≈ Write discredit on the board.

Say, ―This word contains three syllables. Who can tell us what they are?‖ (dis

/ cred / it)

≈ Write the word in separate syllables on the board – dis / cred / it

Say, ―Great. You can see how much easier it is to read longer words when you

divide them into syllables.‖

Spelling Rule Estimated Time: 5 min.

≈ Write mess, cuss, fluff, dreff, bell, ball, and sell on the board.

Say, ―Now I‘m going to give you a spelling tip for CVC words. Look at the words

mess, cuss, fluff, dreff, bell, ball, and sell.‖ Ask, ―Can someone tell me what they have in common?‖ (The final consonant

is doubled.)

Point to the first spelling rule on the Spelling Rules Chart.

Lesson 2

Lesson Plans

2-11

Say, ―This is an easy spelling rule to learn. In one syllable CVC words that end in either s, f, or l, the final consonant is doubled. Of course there are exceptions such as is, gas, pal, etc. but generally the rule holds.‖ [NOTE: Write gas, is and pal on the board as you say them.]

Additional Words for Re-teaching: less, press, bell, well, puff, stuff.

Progress Check Estimated Time: 5 min.

Say, ―Please turn to Activity C for Lesson 2. I am going to dictate some real words for you to write.‖

Smooth Reading Estimated Time: 10 min. Teacher Models the Syllable Strategy

Say, ―The last thing we will do in each lesson is to practice applying what we have learned while reading. If you come across a long word that you don‘t know, a good strategy is to divide it into syllables. In this passage, some words are in bold italics. We will use those to practice reading words syllable-by-syllable. I will model this for you, and then you can try it on your own.‖

Display the transparency/PowerPoint for this reading passage.

Activity Book, Lesson 2, Activity C Spelling Words

1. hag Cathy dressed up as a hag for Halloween. 2. stem Try not to break the flower‘s long stem. 3. blast The blast shattered the window. 4. sap The tree produces a lot of sap. 5. shed We have many tools out in the shed. 6. rash The baby‘s rash concerned his mother. 7. flag The flag is displayed on special holidays. 8. dress The bride wore a beautiful dress. 9. yet Our guests have not arrived yet. 10. path The middle path will lead you there.

Lesson 2

Lesson Plans

2-12

Activity Book, Lesson 2, Activity D Smooth Reading

When I wore my red velvet pants, I felt like a princess. Two weeks after I got them, the zipper broke and I had to use a magnet to keep them up. I admit, it was not a fantastic solution, but it was better than using a plastic ribbon.

Word List velvet vel / vet princess prin / cess zipper zip / per magnet mag / net admit ad / mit fantastic fan / tas / tic plastic plas / tic ribbon rib / bon

Point to the first sentence on the transparency/PowerPoint.

Say, ―When I wore my red…Here is a word you might not know. First, break

the word into two syllables. Draw a slash between the syllables—vel / vet. Say, ―In the next lesson, we will learn how to divide words into syllables. Both

of these syllables are CVC syllables with short vowels. The first syllable is /v/ /e/ /l/, vel and the second one is /v/ /e/ /t/, vet. If I put them together I get vel – vet, velvet.

Read the phrase again—―When I wore my red velvet pants.‖ Then point to the words in the next phrase.

Say, ―I felt like a -----. Here is another word we can apply our strategy to.

First I‘ll break it into syllables.‖ Draw a slash between the syllables—prin / cess. Say, ―Both of these syllables are CVC syllables with short vowels. The first one

is /p/ /r/ /i/ /n/, prin and the second one is /s/ /e/ /s/, cess, princess.‖ Say, ―When I wore my red velvet pants, I felt like a princess. That makes

sense because a princess might wear red velvet pants.‖

Lesson 2

Lesson Plans

2-13

Students Apply the Strategy to the Passage Say, ―Please turn to Activity D, in your books. Now I would like you to read

the passage silently to yourself. Divide each word in bold italics into syllables to help you read them. If you need help dividing the words, there is a word list below the passage that shows you how to divide them. Say each syllable separately to yourself and then put them together. Be sure the sentences make sense.‖

Pause while the students read the passage to themselves.

Students Read Words and Discuss

[NOTE: When they are mostly done, ask individual students to read a sentence.] Teacher Models Smooth Reading Say, ―Now I will read the passage to model smooth reading.‖

Read the passage to the class with appropriate expression. Students Practice Smooth Reading

[NOTE: Students work in pairs. They each read the passage to their partner. The partner gives corrective feedback. After one reads, the other reads. If time permits, they can each read it 2 or more times.]

Here are some directions you can give until students are used to the procedure:

Say, ―Now you are going to practice reading the passage. One good way to

develop more fluent reading skill is to practice reading the same passage several times. Each time you will read it more smoothly.‖

Say, ―Get with your partner. One of you read it to the other. If the reader

gets stuck or makes a mistake, the partner can help with the words. When the first person is finished, you can change roles and let the other person read. If you have time, keep on reading it a second time.‖

Lesson 2


Activity Book, Lesson 2 Document of the Day

Ted’s Batting Cages Grab a bat and a helmet. New customers get two free visits.

Lesson 2


Activity Book, Lesson 2, Activity B Sort the Syllables

Syllable CVC Not CVC

dis √

ket √

chim √

ic √

mod √

bab √

creat √

trans √

peek √

lo √

Lesson 2



When I wore my red velvet pants, I felt like a

princess. Two weeks after I got them, the

zipper broke and I had to use a magnet to keep

them up. I admit, it was not a fantastic

solution, but it was better than using a plastic

ribbon.

Lesson Plans 3-1

Lesson 3

Short i, o, and u in CVC syllables

Lesson Overview This lesson focuses on CVC words that contain the short vowel sounds /i/, /o/ and /u/.The lesson also reviews the short sounds /a/ and /e/ and provides practice in syllabification of compound words. The lesson includes the following parts:

- Review of pattern-short sounds of /a/ and /e/ - Document of the Day - New Pattern – short sounds of /i/, /o/ and /u/ - Syllabification: Compound words - Spelling rule: -ck,-dge, tch, - Progress Check - Smooth Reading


Objective To learn the short sounds of i, o, and u To learn about compound words To review the short sounds of a and e To learn the spelling on the sounds k, j, and ch at the end of CVC syllables

Materials Six Syllable Patterns Chart Strategy for Reading Multisyllabic Words Chart Spelling Rules Chart Five Transparencies/PowerPoints:

- Document of the Day - Document of the day with underlined vowels - Key Words - Activity Book, Lesson 3, Activity A: Combine the Words - Activity Book, Lesson 3, Activity C: Smooth Reading

Preparation

Display the Six Syllable Patterns of the English Language Chart. The CVC syllable has an asterisk. Display the Strategy for Reading Multisyllabic Words Chart. Mark the steps taught in this lesson with an asterisk:

Check the Context. - Read the rest of the sentence and see if you can

figure out the word from context. Look for Chunks. - Is it a compound word? rain / bow

Display the Spelling rules Chart. Put an asterisk next to the second rule for the spelling of the sounds k, j, and ch at the end of CVC syllables.

Lesson 3

Lesson Plans

3-2

Introduction Estimated Time: 1 min. Say, ―Today we are working on Lesson 3. We will learn to read and spell the

short vowel sounds of i, o, and u.‖

Say, ―We will also review the short vowel sounds of a and e. We are studying CVC syllables. The CVC syllable has one vowel and ends in a consonant. In these syllables, the vowel is almost always short.‖

Say, ―We will also learn about compound words.‖

Review Estimated Time: 5 min.

Say, ―Last session we worked on short vowel sounds and we used key words to help us remember them and to compare the difference in their sounds.‖

Ask, ―Can someone tell me the key word for the sound /a/?‖ (bad)

Ask, ―Who can segment the sounds in bad?‖ (/b/ /a/ /d/)

Ask, ―Can someone tell me the sound of short a?‖ (/a/)

Ask, ―What is the key word for the sound /e/?‖ (bed)

Ask, ―Can someone segment the sounds in bed?‖ (/b/ /e/ /d/)

Ask, ―What is the sound of short e?‖ (/e/)

Say, ―We also learned about segmenting and blending the sounds in words.

When you spell an unfamiliar word, you segment the sounds. What sounds do you hear in the word met? Say the word, then the sounds.‖ (met, /m/ /e/ /t/)

Ask, ―What sounds do you hear in the word brat?‖ (brat, /b/ /r/ /a/ /t/)

Say, ―When you read an unfamiliar word, you can blend, or sound out, the

word.

≈ Write scat on the board.

Say, ―I‘ll blend this one: /s/ /c/ /a/ /t/, scat. The first 2 letters, s-c, are a

consonant blend; you hear both the s and the c blended together.‖

≈ Write the following words or syllables on the board and call on students to

blend them: trap, check (you could point out the consonant digraph—ch), trem (as in tremble).

Lesson 3

Lesson Plans

3-3

Document of the Day Estimated Time: 5 min. Display the Document of the Day transparency/PowerPoint.

Bedrock wins big in the last inning.

Pitcher Rod Smith throws a ninety-six mile per hour fastball.

Ask, ―Can someone read the Document of the Day?‖ Say, ―Underline all of the short vowels in the Document of the Day.‖ When students are finished, display the transparency/PowerPoint with the

answers. Answer students‘ questions.

Bedrock wins big in the last inning. Pitcher Rod Smith throws a ninety-six mile per hour fastball.

Ask, ―How many syllables are in Bedrock? (2) What kind of syllable is bed?‖

(CVC) Ask, ―What kind of syllable is rock?‖ (CVC) Say, ―Great. So we have two CVC syllables. What kind of a vowel sound do

they have?‖ (short) Say, ―Bedrock is made up of 2 smaller words. Words like this are called

compound words. Can anyone find another one?‖ (fastball) Say, ―Some multisyllabic words are compound words; they are made up of 2

words that you already know. When you try to read longer words, one thing you can do is look for smaller words in the longer word.‖

New Pattern Estimated Time: 15 min.

≈ Write the letters b and d on the board like this:

b __ d

Say, ―Today you will learn the sounds of the remaining common short vowels. We‘ve already worked on a and e.‖

Ask, ―What are the remaining vowels?‖ (i, o, u)

Lesson 3

Lesson Plans

3-4

≈ Write the letter i in the blank to make bid.

Explain, ―Bid is the key word for short i.‖

Say, ―Repeat after me: bid, /i/."

Ask, ―Can anyone tell me the three sounds that make up the word bid?‖ (/b/

/i/ /d/) Ask, ―Can you think of more words that have the short i sound?‖ (Many

answers possible.) Say, ―Now I am going to say some words with the short i sound. I would like

you to segment the words into their sounds. Say the word, then the sounds you hear in it, like we did in the last lesson:‖

fit (fit, /f/ /i/ /t/) trip (trip, /t/ /r/ /i/ /p/), crimp (crimp, /k/ /r/ /i/ /m/ /p/).

Ask, ―How would you spell crimp? Everyone write it on a piece of scrap paper.‖

≈ Write crimp on the board and have students check their spelling.

Say, ―When you spell an unfamiliar word, segment the sounds to help you.‖

≈ Erase the i from bid on the board and insert an o to make bod.

Explain, ―This word is slang, like ain't or airhead. For example, ‗Marilyn

Monroe had a great bod.‘‖ Explain, ―Bod is the key word for short o.‖

Say, ―Repeat after me: bod, /o/.‖

Ask, ―Who can tell me the sounds in bod?‖ (/b/ /o/ /d/)

Ask, ―Can you think of other short /o/ words?‖ (many answers possible)

Say, ―I am going to say two words for you to segment into sounds:

mop (mop, /m/ /o/ /p/) frog (frog, /f/ /r/ /o/ /g/).‖

Lesson 3

Lesson Plans

3-5

Ask, ―How would you spell frog? Everyone write it on a piece of scrap paper.‖

≈ Write frog on the board and have students check their spelling.

≈ Erase the o from bod on the board and insert a u to make bud.

Explain, ―Bud is the key word for short u.‖

Say, ―Repeat after me: bud, /u/.‖

Ask, ―Who can tell me the sounds in bud?‖ (/b/ /u/ /d/)

Ask, ―Can you think of other words with short u?‖ (many answers possible)

Say, ―Now I am going to read two words I would like you to segment:

run (run, /r/ /u/ /n/) slush (slush, /s/ /l/ /u/ /sh/).‖

Ask, ―How would you spell slush? Everyone write it on a piece of scrap paper.‖

≈ Write slush on the board and have students check their spelling.

Display the key word transparency/PowerPoint with bad, bed, bid, bod, bud on

it and point to one of the key words. Ask, ―Who can read this word, followed by its short vowel sound?‖ (e.g., bod,

/o/)

[NOTE: Keep a rapid pace during this exercise. If you think the students need practice in hearing and producing individual sounds, ask them to segment the key words into their individual sounds.]

Additional Words for Re-teaching: fig, fog, mud, grip, blog, mug, plush

Syllabification Estimated Time: 5 min.

Say, ―Remember in the Document of the Day, we had the compound words,

Bedrock and fastball. Some multisyllabic words are compound words; they are made up of 2 words that you already know. When you try to read longer words, one thing you can do is look for smaller words in the longer word.‖

Say, ―Now look at the words in Activity A.‖

Lesson 3

Lesson Plans

3-6

Say, ―All of the following words can be combined to form a new word. Each syllable is a real word. When combining them and making them into compound words, each syllable is spelled just as it would be on its own. Usually the meanings of the original words are retained as well.‖

Say, ―Write the compound word for each pair of words.

Activity Book, Lesson 3, Activity A Combine the Words 1. red + head redhead 6. in + put input 2. bat + man batman 7. meat + ball meatball 3. air + port airport 8. sun + shine sunshine 4. run + way runway 9. tea + pot teapot 5. cat + fish catfish Display the transparency/PowerPoint and have students check their work.

Discuss any questions.

Spelling Rule Estimated Time: 10 min.

≈ Write stitch, botch, and catch on the board.

Ask, ―What can you tell me about the vowel sound in each of these words?‖

(They all have a short vowel.) Ask, ―What do you notice about the endings?‖ (They all end in t-c-h.)

Say, ―The ending t-c-h is the only three letter consonant combination in

English. Even though there are three letters, there are not three sounds. Say the word catch. How many sounds are in catch?‖ (3)

Ask, ―Who can segment the sounds?‖ (/k/ /a/ /ch/)

Ask, ―How many sounds does t-c-h represent?‖ (1)

Say, ―Let me tell you when to use t-c-h. When you have a CVC word with a

short vowel that ends in the sound /ch/, you spell the /ch/ with t-c-h.‖ Say, ―Spell these 2 words on a piece of scratch paper: Match, Do you have a

match? Ditch, He drove the car into a ditch.‖ Ask, ―Did you use t-c-h at the end of the words? Why do match and ditch end

in t-c-h?‖ (They are CVC words with a short vowel, so the /ch/ is spelled with t-c-h.)

Lesson 3

Lesson Plans

3-7

Say, ―OK. Let‘s look at another pattern.‖

≈ Write back, Rick, and sock on the board.

Ask, ―Who can segment the sounds that are in back?‖ (/b/ /a/ /k/)

Ask, ―How many sounds are there?‖ (3)

Say, ―Good. So the ending c-k has two letters but represents one sound. Now,

I am going to tell you something and ask you a challenging question. Back ends with -ck and batch ends with t-c-h. They follow the same rule or pattern. Can anyone explain what the pattern is?‖ (CVC words with a short vowel ending in /k/ are spelled with c-k. CVC words with a short vowel ending in /ch/ are spelled t-c-h.)

Say, ―We are going to look at one more pattern that works the same way.‖

≈ Write badge, ridge, and lodge on the board.

Ask a student to read a word.

Ask students to segment the words. Say, ―Note that these words end in the sound /j/, but they are spelled with the

letters d-g-e. When you have a CVC word with a short vowel ending in the sound /j/, it is usually spelled with the letters d-g-e.‖

Explain, ―These three consonant combinations, c-k, d-g and t-c-h, represent

one sound. The combination c-k makes the sound of /k/; d-g makes the sound of /j/; and t-c-h sounds like /ch/. Even though there are multiple letters they represent only one phoneme. Since they are only one sound they cannot be separated.‖

Point to the Second rule on the Spelling Rules Chart. Say, ―A simple spelling rule is: At the end of a CVC word, use c-k, d-g-e and t-c-

h.‖

[NOTE: In a later lesson, students will learn why the e is present in dge. If they ask, tell them it is there to keep the sound of g soft (like /j/). Explain that they will study this pattern later.]

Additional words for Re-teaching: watch, pitch, rack, pick, mock, dodge, judge, edge.

Lesson 3

Lesson Plans

3-8

Progress Check Estimated Time: 5 min. Say, ―Now turn to Activity B for Lesson 3. I am going to dictate some words for

you to write. Listen for the short vowel sounds and for consonant blends and digraphs.‖

Smooth Reading Estimated Time: 10 min. Teacher Models the Syllable Strategy Explain, ―Next we are going to practice reading. If you come across a long

word that you don‘t know, a good strategy is to divide it into syllables. We are going to be learning a strategy for dividing long, multisyllabic words. The whole strategy is on a Chart and in the back of your Activity Book. We will learn about it one step at a time. Today we learned about compound words. What is a compound word?‖ (A word made up of two smaller words.)

Display the transparency/PowerPoint with the Smooth Reading passage.

Activity Book, Lesson 3, Activity C Smooth Reading

Ned dropped some popcorn in his chair. He did not want to budge, so he left it there. Since the chair was black, it left a mark on the edge of the seat. When Ned saw the mark, he got mad at himself. He had to scratch his head to think about how to fix this. He opted to clean the dirty patch with a napkin.

Say, ―Now I‘ll show you how I would use the strategy.‖

Activity Book, Lesson 3, Activity B Spelling Words

1. crush Can you crush a can in your bare hand? 2. slim The man stayed slim all his life. 3. cost It will cost $7.00 to go to the movies. 4. switch Please turn on the light switch. 5. judge Tell it to the judge. 6. track The train ran off the track. 7. grill My brother likes to grill steaks over

charcoal. 8. fast The car was driving too fast. 9. mend My grandmother likes to mend socks.

10. crash I heard a loud crash outside.

Lesson 3

Lesson Plans

3-9

Say, ―Ned dropped some…Here is a word I don‘t know. The first step in the strategy is ‗Check the Context‘. That means to read the rest of the sentence and see if you can figure out the word from context. [Read from the Chart.] Ned dropped some blank in his chair. Well, context let‘s me know that it is something small that he might drop in his chair.‖

Say, ―What is the next step in the strategy? It says to ‗Look for Chunks‘. And

the first step under that is to ask if it is a compound word. Let‘s see. Do I see any small words in the word? Yes, I see pop and corn. So the word is popcorn.‖

Say, ―But I‘m not done yet. After I figure out a word, I have to ‗Check the

Context‘ again to see if it makes sense. [Point to last step on Chart.] Ned dropped some popcorn in his chair. Does that make sense? Yes, I can easily imagine dropping popcorn in my chair when I eat it.‖

Students Apply the Strategy to the Passage Say, ―Please turn to Activity C in your books. I would like you to read the

passage silently to yourself. There are compound words and words that end in ck, tch, and dge in bold italics. Use what you learned today to figure out the words. Be sure the sentences make sense. Raise your hand if you need help.‖

Pause while the students read the passage to themselves. Circulate to see if

anyone needs help. Students Read Words and Discuss When they are mostly done, ask individual students to read a sentence. Ask

them to explain the 2 words in the compound word, and make sure they decoded the ck, tch, dge words correctly.

Teacher Models Smooth Reading Say, ―Now I will read the passage to model smooth reading.‖ Read the passage to the class with appropriate expression.

Students Practice Smooth Reading



Lesson 3

Lesson Plans

3-10

Say, ―Now you are going to practice reading the passage. One good way to develop more fluent reading skill is to practice reading the same passage several times. Each time you will read it more smoothly.‖

Say, ―Get with your partner. One of you read it to the other. If the reader gets stuck or makes a mistake, the partner can help with the words. When the first person is finished, you can change roles and let the other person read. If you have time, keep on reading it a second time.‖

Lesson 3




Pitcher Rod Smith throws a ninety-six mile per

hour fastball.

Lesson 3


Activity Book, Lesson 3 Document of the day with Vowels Underlined


Pitcher Rod Smith throws a ninety-six mile per

hour fastball.

Lesson 3


Lesson 3

Key Words

bad

bed

bid

bod

bud

Lesson 3


Activity Book, Lesson 3, Activity A Combine the Words

1. red + head redhead

2. bat + man batman

3. air + port airport

4. run + way runway

5. cat + fish catfish

6. in + put input

7. meat + ball meatball

8. sun + shine sunshine

9. tea + pot teapot

Lesson 3



Ned dropped some popcorn in his chair. He

did not want to budge, so he left it there.

Since the chair was black, it left a mark on

the edge of the seat. When Ned saw the

mark, he got mad at himself. He had to

scratch his head to think about how to fix

this. He opted to clean the dirty patch with

a napkin.

Lesson Plans 4-1

Lesson 4

Syllable Division With CVC Syllables

Lesson Overview

This lesson focuses on CVC words that contain short vowels sounds. In addition, it provides instruction on division of words with CVC syllables. The lesson includes the following parts:

- Document of the Day - Review of short vowels - Progress Check - Smooth Reading


Objective To review and practice the short vowel sounds in CVC syllables. To learn how to divide multisyllabic words with CVC syllables.

Materials

Strategy for Multisyllabic Words Chart.

Three Transparencies/PowerPoints:

- Document of the Day - Activity Book, Lesson 4, Activity A: Syllabification - Activity Book, Lesson 4, Activity C: Smooth Reading

Preparation

Add an asterisk to the following new section and lines of the strategy for multisyllabic words:

Divide the Word and Say Each Syllable. - Underline each vowel or vowel pair. Don‟t mark silent e (as

in make). - If a vowel is followed by 2 or more consonants, divide

between the consonants, keeping blends and digraphs together. Sep / tem / ber, con / struct, tur / tle

Lesson 4

Lesson Plans 4-2

Introduction Estimated Time: 1 Min.

Say, “Today we are working on Lesson 4. First, we will review the CVC pattern

and short vowels. Then we will learn how to divide words with CVC syllables. A good strategy for reading longer, multisyllabic words is to divide them into syllables.”


Say, “What is a CVC syllable?” (A syllable with one vowel that ends with a consonant.)

Say, “That‟s right, a CVC syllable has only 1 vowel and ends with a consonant.”

≈ Write chip, tramp, need, egg, lake, scrap, and so on the board.

Ask, “Which of these words are CVC syllables? Why?” (chip, tramp, egg, and

scrap; they have 1 vowel and end in a consonant.) Ask, “Why are the other words not CVC syllables?” (need has more than 1

vowel; lake doesn’t end in a consonant and has 2 vowels; so doesn’t end in a consonant.)

Ask, “Which of these words has a consonant digraph? (chip, ch) Which of

these words has a consonant blend?” (tramp, tr and mp; scrap, scr)


New York Money Masters Would you like to learn about investment from the experts? Come to Manhattan and meet our fantastic staff who can help you find a place for your money.

Display the Document of the Day Transparency/PowerPoint.

Ask, “Would someone like to read the Document of the Day?” [NOTE: If the document is too difficult, you can skip this.]

Say, “The Document of the Day is an advertisement from a group of stock

brokers, who would like to manage your money for you. It has some long, multisyllabic words that might be difficult to read, especially if you have never seen them before. But if we can divide them into syllables, they are easy to

Lesson 4

Lesson Plans 4-3

read because they are made up of CVC syllables. Today, we are going to learn how to divide words like this into syllables.”

Explain, “A syllable is a part of a word that has a vowel sound in it. You can

think of syllables as the beats in a word, like music has beats. So, in the word baby, there are two syllables—ba and by. The word investment has 3 syllables—in vest ment.” [NOTE: If students have difficulty with the concept of a syllable, practice saying some words by syllable.]

Say, “To learn how to divide words into syllables, we are going to start with a

2-syllable word. Then we‟ll try it with a couple of those 3-syllable words in the Document of the Day.”

≈ Write absent on the board.

Say, “I am going to put a line under each vowel in this word. Except in very

rare cases, every syllable will have a vowel. If we find the vowel first, it makes the word easier to divide into syllables. So, I am putting a line under the a and under the e.”

Say, “Now look at the consonants between the a and the e. How many

consonants are there?” (2) Say, “Right. There is a b and an s. When we have two consonants coming

together in the middle of the word, we usually divide between the two consonants. So, I am going to write the word as two separate syllables.”

≈ Write ab sent on the board.

Say, “We have two syllables: ab and sent. In the word absent, both syllables

are CVC syllables. Each syllable has one vowel and ends with a consonant. The vowels are short vowels. Ab sent, absent.”

Say, “Now let‟s try a longer one from the Document of the Day.”

≈ Write Manhattan on the board.

Ask, “Who can find the 3 vowels in this word?” (a, a, a)

≈ Underline the 3 vowels.

Ask, “Where should I divide this word?” (Between the n and h, and between t

and t.)

≈ Write Man / hat / tan on the board.

Lesson 4

Lesson Plans 4-4

Say, “Right. All of these syllables are CVC syllables. Each syllable has one

vowel and ends with a consonant. The vowels are short vowels. Man / hat / tan, Manhattan. What does Manhattan mean?” (It is a part of NY city.)

Say, “Now try dividing the words in Activity A into syllables. The first one is

done for you. First, put a line under each vowel. Then look at the consonants between the vowels. Write the word as two separate syllables. After you have divided the words, reread them to yourselves. Remember, you will divide between the two consonants.”

Activity Book, Lesson 4, Activity A Syllabification

Example: absent ab / sent 1. dentist den / tist 2. splendid splen / did 3. contact con / tact 4. trumpet trum / pet 5. frantic fran / tic 6. insist in / sist 7. sluggish slug / gish 8. inspect in / spect

Display the transparency/PowerPoint and have students check their work.

Answer any questions they may have. Say, “Look at the last word in Activity A. How many consonants are between

the vowels?” (3) Say, “Right. When there are more than 2 consonants between the vowels, you

keep the consonant blend or digraph together. What is the consonant blend in #9? (sp) What are the 2 syllables in #9, and what is the word?” (in/spect, inspect)

Say, “Right. Inspect means to look at something carefully.”

Additional Words for Re-teaching: addend, abduct, Addison, fantastic

Progress Check Estimated Time: 5 Min.

Say, “Now turn to Activity B for Lesson 4. There is a list of multisyllabic

words. Write each word in separate syllables with a slash between the syllables. There is an example done for you. Divide the words using the rule we learned today and the idea about compound words from the last lesson.”

Lesson 4

Lesson Plans 4-5

Smooth Reading Estimated Time: 15 Min.

Teacher Models the Syllable Strategy Say, “Next we are going to practice reading. If you come across a long word

that you don‟t know, a good strategy is to divide it into syllables.”

▲ Point to the Chart as you read and explain the strategy.

Explain, “This Chart has a strategy for reading longer words by dividing them

into syllables. The rules we have learned today are highlighted. The first step is to „Check the Context’. It says to „Read the rest of the sentence and see if you can figure out what word would make sense from the context.‟ Often you can figure out the word this way. If that doesn‟t work, then you use the rule we learned today to divide the word into syllables: „Divide the Word.’ This rule tells us to „Underline each vowel. If there are 2 or more consonants between the vowels, divide between them, keeping blends and digraphs together.‟ After you figure out the word, you always „Check the Context’ again by „Re-reading the sentence to make sure it makes sense.‟ I‟ll show you how I would do this.” [NOTE: Point to the Chart and read from it for the bolded parts above. This will help the students learn the steps.]



Last week I went to see my dentist about some pain. The problem started when I was in a contest to see who could eat the most pies. All of a sudden, I bit into something hard. It was part of a plastic fork. The dentist did a full assessment and said I had cracked a tooth.

Activity Book, Lesson 4, Activity B Word division

Example: address ad / dress

1. blanket blan / ket 2. flannel flan / nel 3. splendid splen / did 4. pilgrim pil / grim 5. subtract sub / tract 6. contest con / test 7. pancake pan / cake 8. moonlight moon / light 9. washtub wash / tub 10. sailboat sail / boat

Lesson 4

Lesson Plans 4-6

▲ Point to the first sentence in the passage.

Explain, “Last week I went to see my…Here is a word I don‟t know. First, I‟ll

„Check the Context.‟ Last week I went to see my blank about some pain. Well, it must be someone who could help me with pain, like a doctor. Next, I‟ll divide the word into syllables. I‟ll put a slash between them instead of writing them again.”

≈ Underline the vowels in dentist. Put a slash between den and tist.

Say, “I‟ll underline the vowels. There are 2 consonants between the vowels, so

I‟ll divide between them.” Say, “The first syllable is /d/ /e/ /n/, den. The next one is /t/ /i/ /s/ /t/,

tist. When I put them together I get den-tist, dentist. Last, I‟ll check to see if that makes sense. „Last week I went to see my dentist about some pain.’ OK. That makes sense.”

Students Apply the Strategy to the Passage Say, “Please look at Activity C in your books. Now I would like you to read the

passage silently to yourself. The multisyllabic words are in bold italics. Use the strategy to figure out the words in bold italics. Underline the vowels and use slashes to divide words into syllables. Be sure the sentences make sense. Raise your hand if you need help.”


anyone needs help. Students Read Words and Discuss When they are mostly done, ask individual students to read a sentence and

then explain how they divided the target word(s).

≈ Write the target word(s) with slashes between their syllables on the board.

Teacher Models Smooth Reading Say, “Now I will read the passage to model smooth reading.”

Read the passage to the class.




Lesson 4

Lesson Plans 4-7

Say, “Now you are going to practice reading the passage. One good way to

develop more fluent reading skill is to practice reading the same passage several times. Each time you will read it more smoothly.”

Say, “Get with your partner. One of you read it to the other. If the reader

gets stuck or makes a mistake, the partner can help with the words. When the first person is finished, you can change roles and let the other person read. If you have time, keep on reading it a second time.”

Lesson 4



New York Money Masters

Would you like to learn about investment from

the experts? Come to Manhattan and meet our

fantastic staff who can help you find a place

for your money.

Lesson 4



Example: absent ab / sent

1. dentist den / tist

2. splendid splen / did

3. contact con / tact

4. trumpet trum / pet

5. frantic fran / tic

6. insist in / sist

7. sluggish slug / gish

8. inspect in / spect

Lesson 4



Last week I went to see my dentist about

some pain. The problem started when I was

in a contest to see who could eat the most

pies. All of a sudden, I bit into something

hard. It was part of a plastic fork. The

dentist did a full assessment and said I had

cracked a tooth.

Lesson Plans 5-1

Lesson 5

Prefixes and Suffixes that are CVC Syllables

Lesson Overview This lesson reviews the CVC pattern and provides instruction on prefixes and suffixes. The lesson includes the following parts:

- Review of short vowels in CVC syllables - Document of the Day - New Pattern: Prefixes —un, mis, dis,

Suffixes —ing, ed, s, ful, less, ness - Progress Check - Smooth Reading


Objective To review how to divide multisyllabic words made of CVC syllables To recognize some common prefixes and suffixes that follow the CVC pattern: prefixes—un, mis, dis; suffixes—ing, ed, s, ful, less, ness

Materials Strategy for Reading Multisyllabic Words Chart. Four Transparencies/PowerPoints:

- Activity Book, Lesson 5, Document of the Day - Activity Book, Lesson 5, Activity A: Syllabification - Activity Book, Lesson 5, Activity B: Find Prefixes and

Suffixes - Activity Book, Lesson 5, Activity D: Smooth Reading

Preparation

Display the Six Syllable Patterns Chart. Add an asterisk to the following new section:

Look for Chunks - Is there a prefix or suffix? un / help / ful

Lesson 5

Lesson Plans

5-2


Say, ―Today we are working on lesson 5. First, we will review the CVC pattern

and the rule we learned for dividing words with CVC syllables. Then we will work on reading longer words by adding prefixes and suffixes to build new words with CVC syllables.‖


Say, ―What is a CVC syllable?‖ (A syllable with one vowel followed by at least

one consonant.) Say, ―That‘s right, a CVC syllable has only 1 vowel, and the vowel is followed

by at least 1 consonant.‖ Say, ―Now we will review the strategy we learned in the last lesson for

decoding long words.‖

≈ Write ‗The friends wanted to establish a club’ on the board.

Say, ―Suppose I were reading this sentence and got stuck on that big word.

The friends wanted to ...What‘s the first step in the strategy?‖ (Check the context; read the rest of the sentence to see what would make sense.)

Say, ―OK. The friends wanted to blank a club. That doesn‘t help me too

much; they wanted to do something to a club.‖ Ask, ―What‘s the next highlighted step that we learned in the last lesson?‖

(Divide the word into syllables. Underline the vowels. If there are 2 consonants between the vowels, divide between the consonants.)

Say, ―OK. I‘ll underline the vowels.‖

Ask, ―How many consonants are there between the e and the a?‖ (2)

Say, ―Good. So we divide between the two consonants, the s and the t.‖

≈ Place a slash between the first and second syllables (es / tablish).

Ask, ―How would we say the first syllable?‖ (es) Is that a CVC syllable?‖ (Yes,

it has 1 vowel followed by at least 1 consonant.) Say, ―OK. Where would the second division occur?‖ (Between the b and the

l.)

Lesson 5

Lesson Plans

5-3

Say, ―Great. You remembered that when there are two consonants, we usually divide between them. So now we have the three syllables in the word. Who can read this word?‖ (establish)

Say, ―Good. Establish means to create something or set up something. What‘s

the last step in the strategy?‖ (‘Check the Context’; read to see if it makes sense.)

Say, ―OK. The friends wanted to establish a club. That makes sense; they

wanted to set up a club, like a men‘s or women‘s club.‖ Say, ―Now turn your attention to Activity A.‖

Say, ―Now it is your turn to divide some words into syllables by putting a slash

between the syllables. Remember: When two vowel letters are separated by two consonants, you will usually divide between the two consonants. Underline the vowels and put a slash between the consonants that divide the syllables.‖


1. public pub / lic 4. Atlantic At / lan / tic 2. compact com / pact 5. fantastic fan / tas / tic 3. Wisconsin Wis / con / sin 6. consensus con / sen / sus

Display the transparency/PowerPoint and have students check their work. Ask, ―How many syllables are in number 3?‖ (3)

Ask, ―What kind of syllable pattern does Wis have? (CVC) con? (CVC) sin?‖ (CVC)

Say, ―All three of these syllables end the same way: with a vowel followed by one or more consonants. They are all CVC syllables. So, by dividing the syllables, then recognizing the type of syllable, and reading by syllables, you can read long words. What is this word?‖ (Wisconsin)

Say, ―Number 6 is an uncommon word. Let‘s see if you can read it. What are the syllables? (con / sen / sus) Are they all CVC syllables? (Yes) What is the word?‖ (consensus)

Explain, ―Consensus means that we all agree with each other about something.‖

Say, ―Terrific. If you can read by syllables, you can read almost anything.‖

Lesson 5

Lesson Plans

5-4


Fishing Unlimited Was your last fishing trip successful? Did you catch the big one? Or did it get away and leave you discontented and unhappy? Come spend the day with our experts, and you will go home a more skillful fisherman.

New Pattern – Prefixes and Suffixes Estimated Time: 15 Min.

Display the Document of the Day transparency/PowerPoint. Say, ―Let‘s take a look at the Document of the Day together.‖ Ask, ―Would someone like to read it to the class?‖ Explain, ―Many multisyllabic words in English are formed by adding prefixes or

suffixes to a root word. Learning about them is one of the best ways to decode and spell longer words.‖

Explain, ―Prefixes and suffixes are word parts that carry meaning. Pre itself is

a prefix which means before, so a prefix is added to the beginning of a word. They can be a letter or a group of letters. When added to a root word they change the meaning. The prefixes and suffixes used in English mostly come from Latin or Greek. Once you can recognize and become familiar with the meanings of prefixes and suffixes, it is easier to figure out the meaning of longer, more difficult words.‖

≈ Write successful on the board.

Explain, ―This word comes from the first sentence in the Document of the Day:

Was your last fishing trip successful? It has a common suffix. A suffix comes at the end of a word. What is the suffix? (ful) What do you think it means?‖ (It means full of.)

Say, ―Right. So someone who is successful is full of success or has a lot of

success.‖ [NOTE: The letter l often affects the sound of the vowel that comes before it. You or your students may notice that the u in ful is not exactly a short u. You are right. The same is even more true for all which does not sound like short a. You do not need to mention this to the learners. This note is just to make you aware in case the issue comes up.]

≈ Add un to make the word unsuccessful.

Say, ―Now I added the common prefix un. What does un mean?‖ (not)

Lesson 5

Lesson Plans

5-5

Say, ―Right. So what does unsuccessful mean?‖ (Someone who did not have

success.) Say, ―After we have taken off any prefixes and suffixes, we call what is left the

root word. The root word in unsuccessful is success.” Say, ―Now turn your attention to Activity B. Many the words in this activity

come from the Document of the Day.‖ Explain, ―The object of this exercise is for you to learn to recognize some

common prefixes and suffixes.‖ Say, ―Let‘s do the first one together. Look at the first word. This word has the

prefix un. It has the common ending –ed. If we take off the prefix and suffix, what is left is the root word: limit. What does limit mean?‖ (A top level or maximum amount that you can’t go beyond; set a limit)

Say, ―Right. So unlimited means that there is no limit or no maximum. You

can catch as many fish as you want.‖ Say, ―Now continue through the list and complete the exercise on your own.

Look at the word and look for a prefix and/or suffix. Write any prefix in the first column. Then write any suffix in the last column. Whatever is left is the root word; write it in the middle column. Then read the separate syllables and the whole word.‖

Say, ―As you are finding the prefixes and suffixes, take a look at how they

change the meaning of the word and think about the meaning of the prefix or suffix itself.‖

Lesson 5

Lesson Plans

5-6

Activity Book, Lesson 5, Activity B Find the Prefixes and Suffixes

Display the transparency/PowerPoint and have students check their answers.

Say, ―These are all very common prefixes and suffixes. You will see these

quite frequently. By learning to recognize them you will become more fluent readers and better spellers. All of these prefixes and suffixes are CVC syllables. As we go on, you will learn more prefixes and suffixes.‖

Say, ―Let‘s look at the meaning of a few prefixes and suffixes from this

exercise.‖ Ask, ―Can someone tell the class the meaning of the prefix un?‖ (not)

Ask, ―Can someone tell me another prefix from this exercise that means ‗not‘?‖

(dis) Ask, ―Can someone tell the class the meaning of the suffix –ful?‖ (full of)

Ask, ―Can someone tell me a suffix that means the opposite of full?‖ (less)

Word Prefix Root Word Suffix

unlimited un limit ed

fishing fish ing

unsuccessful un success ful

discontented dis content ed

unhappy un happy

skillful skill ful

dishonest dis honest

dislike dis like

unhelpful un help ful

helpless help less

endless end less

weeks week s

misprint mis print

mistrust mis trust

sickness sick ness

helpfulness help ful, ness

Lesson 5

Lesson Plans

5-7

Ask, ―What is the meaning of the prefix mis? (bad) What does misprint mean? (A mistake in printing.) What about mistrust?‖ (When you don’t trust someone.)

Say, ―The suffix –ness is interesting. It changes an adjective to a noun. For

example, when you are sick, you have a sickness. If someone is helpful, they show helpfulness. A lot of adjectives can be changed to nouns this way.‖

Say, ―There are 3 very common suffixes in the exercise: -s, -e-d, and –i-n-g.

What does the suffix –s do? (It changes a word from singular to plural.) What about the suffix –e-d? (It changes a verb to past tense.) We also add –i-n-g to verbs to change how we use them.‖

Say, ―All of these prefixes and suffixes, and others, are listed in the chart in

your Activity Book and on the wall.‖

Additional Words for Re-teaching: helpful, unhelpful, unrest, mismatch, misjudge, kindness, distrust, distrusted, truthfulness.


Say, ―Please turn to Activity Book C for Lesson 5. First, copy the word onto the line. Then use the syllabification strategy to break the word into syllables. Put boxes around the prefixes and suffixes. Use slashes to divide the root word into syllables if you need to. Please refer to the Chart if needed. Write your answers on the lines provided. There is an example done for you.‖

Activity Book, Lesson 5, Activity C

Syllable division

Example: unhelpful un / help / ful

1. uncommon un / com / mon

2. unpack un / pack

3. misfit mis / fit

4. goodness good / ness

5. truthful truth / ful

6. wonderful won / der / ful

7. reckless reck / less

8. commanding com / mand / ing

9. disconnected dis /con / nect / ed

10. spotless spot / less

Lesson 5

Lesson Plans

5-8

Smooth Reading Estimated Time: 15 min.

Teacher Models the Syllable Strategy Say, ―Next we are going to practice reading. If you come across a long word

that you don‘t know, a good strategy is to divide it into syllables. Today we added a new rule to our strategy.‖

Point to the Chart as you read and explain the strategy.

Say, ―Let‘s go through the strategy. What is the first step in the strategy?

(Check the Context) What does that mean? (Read the rest of the sentence and see if you can figure out what word would make sense from the context.)

Say, ―Now you see the new rule we learned today: ‗Look for Chunks. Is there a

prefix or a suffix?‘‖ Ask, ―What is the next step? (Divide the Word and Say each Syllable.) How

do we do that?‖ (Underline each vowel; if there are 2 or more consonants between the vowels, divide between them keeping blends and digraphs together.)

Say, ―Good. Finally, after you figure out the word, you always read the

sentence again to check if it makes sense in context. I‘ll show you how I would do this.‖



Bill was unwilling to tell anyone about his illness. He did not want his boss to know about his sickness. Plus, he distrusted doctors and was a bit afraid of them. Sam knew about Bill‘s illness and pushed him to see a doctor. Bill would not go unless Sam came with him.

Say, ―Bill was…Here is a word I don‘t know. First, I‘ll ‗Check the Context.‘

Bill was blank to tell anyone about his...There‘s another word I don‘t know. So context doesn‘t help much in this sentence. Next, I‘ll ‗Look for Chunks.‘ I‘ll look for prefixes and suffixes. I see the prefix un and the suffix -ing.‖

≈ Draw a box around the prefix and suffix.

Say, ―The root word that is left is will. I can read the syllables to figure out

the word: un – will – ing, unwilling.‖

Lesson 5

Lesson Plans

5-9

Say, ―Let me check the context. Bill was unwilling to tell anyone about his ... OK. He didn‘t want to tell anyone about something. I need to figure out that last word. I‘ll ‗Look for Prefixes and Suffixes.‘ I see the suffix ness.

≈ Draw a box around ness.

Say, ―The root word is ill. That‘s a CVC word with a double l at the end. So

the word is illness. I have to check the context. Bill was unwilling to tell anyone about his illness. OK, that makes sense; he didn‘t want people to know he was sick.‖

Students Apply the Strategy to the Passage Say, ―Please turn to Activity D in your books. Now I would like you to read the

passage silently to yourself. The multisyllabic words are in bold italics. Use the strategy to figure out the words in bold italics. Underline the vowels and use slashes to divide words into syllables. Be sure the sentences make sense. Raise your hand if you need help.‖





Teacher Models Smooth Reading Say, ―Now I will read the passage to model smooth reading.‖ Read the passage to the class.


[NOTE: Students work in pairs. They each read the passage to their partner. The partner gives corrective feedback. After one reads, the other reads. If time permits, they can each read it 2 or more times.] Here are some directions you can give until students are used to the procedure:

Say, ―Now you are going to practice reading the passage. One good way to develop more fluent reading skill is to practice reading the same passage several times. Each time you will read it more smoothly.‖

Say, ―Get with your partner. One of you read it to the other. If the reader

gets stuck or makes a mistake, the partner can help with the words. When the first person is finished, you can change roles and let the other person read. If you have time, keep on reading it a second time.‖

Lesson 5


Activity Book, Lesson 5, Activity A Document of the Day

Fishing Unlimited

Was your last fishing trip successful? Did you

catch the big one? Or did it get away and leave

you discontented and unhappy? Come spend the

day with our experts, and you will go home a more

skillful fisherman.

Lesson 5


Activity Book, Lesosn 5, Activity A Syllabification

1. public pub / lic 2. compact com / pact 3. Wisconsin Wis / con / sin 4. Atlantic At / lan / tic 5. fantastic fan / tas / tic 6. consensus con / sen / sus

Lesson 5


Activity Book, Lesson 5, Activity B Find the Prefixes and Suffixes

Word Prefix Root Word Suffix

unlimited un limit ed

fishing fish ing

unsuccessful un success ful

discontented dis content ed

unhappy un happy

skillful skill ful

dishonest dis honest

dislike dis like

unhelpful un help ful

helpless help less

endless end less

weeks week s

misprint mis print

mistrust mis trust

sickness sick ness

helpfulness help ful, ness

Lesson 5



Bill was unwilling to tell anyone about his

illness. He did not want his boss to know

about his sickness. Plus, he distrusted

doctors and was a bit afraid of them. Sam

knew about Bill’s illness and pushed him to

see a doctor. Bill would not go unless Sam

came with him.

Lesson Plans 6-1

Lesson 6 Review

Lesson Overview This lesson is a review of the content introduced in lessons 2-5. The lesson includes the following parts:

- CVC syllables and short vowel sounds - Spelling - Syllabification - Progress Check


Objective To review the short sounds of a, e, i, o, and u in CVC words To review the syllabification strategy To review some common prefixes and suffixes that follow the CVC pattern To review the first and second spelling rule

Materials Two Transparencies/PowerPoints:

- Activity Book, Lesson 6, Activity A: Spelling - Activity Book, Lesson 6, Activity B: Syllabification

Preparation

Lesson 6

Lesson Plans 6-2


Say, “Today we are working on Lesson 6, which is a review of Lessons 2 through

5. We will review the short vowel sounds in CVC words and how to segment and blend sounds. We will review the prefixes and suffixes we learned. And we will review the strategy for reading multisyllabic words.”

CVC Syllables and Short Vowel Sounds Estimated Time: 10 min.

Say, “Does anyone remember what a CVC syllable is?” (A CVC syllable has one

vowel and ends in a consonant. It almost always has a short vowel.)

≈ Write lab, met, cry, fame, cup, if, and top in a list on the board.

Point to the first word. Ask, “Does the word lab follow the rule for a CVC syllable? (Yes) Why?

(Because it has one vowel and ends in a consonant.) Say, “Right! What is the vowel sound in this word? (short a) Who remembers

the key word for short a?” (bad)

≈ Write CVC under lab.

Ask, “Does the word met fit the CVC pattern? (Yes, it has one vowel and ends

in a consonant.) Who knows the vowel sound for this word? (short e) And the keyword for short e is?” (bed)

≈ Write bet and the letters CVC under it.

Say, “What about the word if? Does if fit the pattern for a CVC syllable? (Yes

it does, because it has one vowel and ends in a consonant.) What is the vowel sound in the word if? (short i) Does anyone remember the keyword that we use to remember the short i sound?” (bid)

Ask, “Are there any words on this list which do not follow the rules for a CVC

syllable?” (fame and cry) Ask, “Why isn‟t fame a CVC syllable? (Because it doesn’t end with a

consonant and because there are two vowels.) What about the word cry? (It doesn’t end with a consonant; y acts as a vowel in this word.)

Say, “Let‟s look at the last two examples.”

Lesson 6

Lesson Plans 6-3

Point to top. Ask, “Who can tell me the vowel sound and keyword for the word top?” (The

vowel sound is short o and the keyword is bod.) Say, “The last example is cup. Who wants to try this one?” (The vowel sound

is short u, and the keyword for short u is bud.)

Spelling Estimated Time: 5 min.

Say, “When you spell unfamiliar words, you should listen carefully to all the

sounds. The short vowel key words can help you remember what vowel to use. I am going to dictate some words and syllables to you. Write the words under the correct key word in Activity A. The last 5 will be syllables that are not words by themselves.”

1. less 6. fill 11. ratch 2. him 7. struck 12. scrib 3. dust 8. lodge 13. mem 4. clock 9. nap 14. blish 5. match 10. wed 15. trum

Activity Book, Lesson 6, Activity A Spelling Display the transparency/PowerPoint and have students check their work

column by column. [NOTE: Expose only one column at a time. Discuss any words about which students have questions. Emphasize the spelling rules: doubling ff, ss, ll and spelling t-c-h and d-g.]


Say, “Next we will review our Strategy for Reading Multisyllabic Words.

Remember, when you can divide words into smaller parts, it will be easier to read them. The strategy helps us find out how to break the words apart.”

bad bed bid bod bud

match nap

ratch

less wed mem

him fill

scrib blish

clock lodge

dust struck trum

Lesson 6

Lesson Plans 6-4

≈ Write „He found a disconnected wire in the lamp’ on the board.

Say, “Let‟s try to apply our strategy to this sentence. First, let‟s „Check the

Context.‟ He found a blank wire in the lamp. Well, it must have something to do with a wire; that‟s a clue but I still don‟t know the word. Next, we‟ll „Look for Chunks.‟ Is this word made up of small words that you know? (no) Are there any prefixes or suffixes?” (dis and -ed)

Say, “OK. I‟ll put a box around d-i-s and e-d. Next, I have to „Divide the Word

and Say the Syllables.‟ I‟ll underline the vowels; what are they? (o and e) How many consonants are between the vowels? (2) I‟ll divide between them.”

▲ Draw a slash between the two n‟s (dis con / nect ed).

Say, “So I have 4 syllables. Who can read the syllables and then put them

together into a word?” (dis / con / nect / ed, disconnected) Ask, “Am I done?” (No, you have to check context to see if it makes sense.)

Say, “He found a disconnected wire in the lamp. Does that make sense? What

does disconnected mean?” (It means not connected, the wire was not connected so the lamp didn’t work.)

Say, “Now turn to Activity B. Apply the strategy to each of the boldfaced

words. See if the context helps. Look for compound words. Put boxes around any prefixes and suffixes, then underline the vowels and put a slash between syllables in the word. Finally, check to see if the word makes sense in context.”

Activity Book, Lesson 6, Activity B Syllabification

1. We all thought she was a tom / boy back when she was in school.

2. The crane had a strong mag / net to pick up the junk cars.

3. The base / ball player was fined $20,000 for mis / con / duct.

4. Don‟t worry, it was just a mis / un / der / stand / ing.

5. The driver was skill / ful but a bit reck / less.

6. Your help / ful / ness and un / self / ish / ness have earned you my thanks.

Display the transparency/PowerPoint and have students check their work. Call

on individuals to read the sentences. Discuss any questions and unfamiliar words.

Lesson 6

Lesson Plans 6-5

[NOTE: After the completion of the Activity C: Progress check, and If you have extra time, you can have students practice Smooth Reading in pairs using the passages from Lessons 2-5. This would be excellent practice and review.]


Say, “Now turn to Activity C for Lesson 6. I am going to dictate some words for

you to write. Then you will divide some words based on what we have discussed in our lessons.”

C. Progress Check Activity Book, Lesson 6, Activity C Spelling Words

1. Cab I am waiting for the cab to arrive. 2. Nest There were three eggs in the hen‟s nest. 3. Bond After a while you will bond with your friends at the camp even if

you don‟t like them now. 4. Pup After the loss of her dog, she was glad to receive a pup at her

Birthday. 5. Rib After the fight I ended up with a broken rib and a bloody nose. 6. Press If you press the lid with too much force you will break it. 7. Cuff The seamstress was altering the cuff when the customer arrived. 8. Badge The officer showed her badge and identified herself to the

suspect. 9. Chick Within seconds the chick broke the egg and began to chirp. 10. Stitch She had to go to the emergency room and get a stitch on her

head. Syllabification Example: basket bas/ket

11. skydive sky/dive 12. submit sub/mit 13. rabbit rab/bit 14. contest con/test 15. cupful cup/ful 16. helpfulness help/ful/ness 17. unkindness un/kind/ness 18. disconnect dis/con/nect 19. disinfected dis/in/fect/ed 20. skillfulness skill/ful/ness

Lesson 6


Activity Book, Lesson 6, Activity A Spelling

bad bed bid bod bud

match

nap

ratch

less

wed

mem

him

fill

scrib

blish

clock

lodge

dust

struck

trum

Lesson 6



1. We all thought she was a tom / boy back when

she was in school.

2. The crane had a strong mag / net to pick up the

junk cars.

3. The base / ball player was fined $20,000 for

mis / con / duct.

4. Don’t worry, it was just a

mis / un / der / stand / ing.

5. The driver was skill / ful but a bit reck / less.

6. Your help / ful / ness and

un / self / ish / ness have earned you my

thanks.

Lesson Plans 7-1

Lesson 7

Long Vowels in VCe Words

Lesson Overview This lesson reviews the CVC syllable and focuses on the VCe syllable pattern. The lesson includes the following parts:

- Review of CVC - Document of the Day - New Pattern VCe - Parts of Words—Hearing Long and Short Vowel Sounds - Reading Words - Syllabification - Progress Check - Smooth Reading


Objective To learn the VCe syllable pattern and long vowel sounds To review the CVC syllable pattern and short vowel sounds

Materials Six Syllable Patterns Chart Three Transparencies/PowerPoints:

- Document of the Day - Activity Book, Lesson 7, Activity B: Syllabification - Activity Book, Lesson 7, Activity D: Smooth Reading

Preparation Display the Six Syllable Patterns Chart. Put an asterisk next to the VCe syllable pattern.

Lesson 7

Lesson Plans

7-2


Say, ―Today we are working on Lesson 7. We will learn our second syllable pattern, the VCe syllable. In VCe syllables, the vowel is almost always long.‖

Say, ―We will learn to read and spell the long vowel sounds. We will also

review the short vowel sounds.‖

Review Estimated Time: 5 min. Ask, ―We have learned one syllable pattern so far. What is it?‖ (CVC)

Ask, ―How is the vowel sound pronounced in CVC syllables?‖ (It is short.)

Ask, ―Can someone name the five key words for the short vowel sounds?‖

(bad, bed, bid, bod, bud) Say, ―Terrific. Now, can someone segment bad? bod?” (/b/ /a/ /d/, /b/ /o/

/d/) Say, ―Right. Now we are ready to learn our second syllable pattern.‖


Space Shuttle Explodes in Flames

In the race to be first in space traffic, the U.S. risked the life of an astronaut. Ask, ―Can someone please read the Document of the Day aloud?‖

Explain, ―In this lesson we are going to learn about the vowel-consonant-e

pattern, which means a syllable that ends with a silent e. We write VCe to represent vowel, consonant, and silent e.‖

Say, ―Let‘s find words in the Document of the Day that have the VCe pattern.‖

≈ Write the words on the board as the students supply them. (space, explodes,

flames, race, life)

≈ Under space, write VCe. It should look like this:

space VCe

Lesson 7

Lesson Plans

7-3

Explain, ―Flames follows the VCe pattern because the root word is flame.” Ask, ―Why do we add an s to flame?” (To make it plural.)

Ask, ―What the two syllables are in explode?‖ (ex and plode)

Explain, ―It is the second syllable in explodes that follows the VCe pattern.‖

Ask, ―What do you notice about the first syllable?‖ (It follows the CVC

pattern, and the vowel is short.)

Explain, ―Remember. Even though ex does not begin with a consonant, we still consider it a CVC syllable. It is the consonant following a single vowel that determines the pronunciation of the vowel.‖

Ask, ―What is unique about the letter x?‖ (It represents two sounds: /k/ and

/s/.)

New Pattern Estimated Time: 15 min. ≈ Write mad on the board and ask a student to pronounce it. Add an e to

create made. Say, ―What is different about the words mad and made?” (An e has been

added to form a new word.) Ask, ―What happens to the vowel sound when you add an e?” (When you add

an e, the vowel becomes long.)

≈ Write VCe = long vowel

Point to the VCe pattern on the Six Syllable Patterns Chart

Explain, ―A single vowel letter + single consonant unit + final e means the

vowel sound is long. We could write the pattern like this: VCe = long vowel. When the vowels are long, they usually say their name. Who can say the long vowel sounds?‖ (/ā/, /ē/, /ī/, /ō/, /ū/)

≈ Write the following words on the board to illustrate long vowels:

mad - made pet - Pete bit - bite mop - mope cub - cube

Lesson 7

Lesson Plans

7-4

Ask, ―How do you pronounce each of these words?‖ [NOTE: Have several different students pronounce the words.]

≈ Write these syllables on the board:

clude fide plode plete date

Ask, ―How do you pronounce each of these syllables?‖ [NOTE: Have several different students pronounce the syllables.]

Ask, ―Are the vowels long or short?‖ (long)

Ask, ―How do you know the vowels are long?‖ (They follow the VCe pattern.)

Say, ―Remember that by learning these different syllable patterns, you can

read longer words. Let me give you an example.‖

≈ Write include beside clude.

Ask students to tell you what the new word is. Mention that in is a prefix and

that clude is a root word.

≈ Repeat with other examples: confide, explode, complete, mandate. Students

will not have to divide these words because you have already shown them one of the syllables. Help students pronounce the words one syllable at a time and then put them together.

Say, ―U is a little tricky. The long u has two sounds.‖

≈ Write fuse on the board.

Ask, ―Can someone pronounce this word?‖

Ask, ―What sound does the u make?‖ (/yū/)

≈ Write rule on the board.

Ask, ―Can someone pronounce this word?‖

Ask, ―What sound does the u make?‖ (/ū/)

Say, ―fuse…/yū/.‖

Lesson 7

Lesson Plans

7-5

Say, ―rule…/ū/.‖

Explain, ―The u in uCe words can be pronounced either /yū/ as in fuse or /ū/ as in rule.”

Say, ―When you read words with uCe, you can try the /ū/ sound first. If that

does not sound correct, try the other pronunciation of long u, /yū/.‖

Additional Words for Re-teaching: flute, cube, tube, note, stone, cone, bike, spike, strike, name, grape, frame, Pete, scene, escape, complete, expose, athlete.

Parts of Words—Hearing Long and Short Vowel Sounds

Estimated Time: 5 Min.

Say, ―I am going to say some words with the sound /ā/ or /a/. Repeat each word after me and then say its vowel sound aloud. Then say if that vowel sound is long or short. For example, if I say cat, you would say, cat, /a/, short.‖

[NOTE: Pick out words to say from the chart below. Mix up the order of the vowels. Use both real words and syllables, which are in boldface. If students appear to have mastered the idea, you don‘t have to use all the words.]

Additional Words for Re-teaching: mat, grab, drag, skate, flame, plane, flick,

kid, kit, rice, ice, slide, hut, stub, rub, cube, cute, flute, mop, stop, spot, robe, slope, globe.

Reading Words Estimated Time: 5 Min.

Ask, ―Can someone please read aloud the words or syllables in column one of

Activity A? Which ones have long vowels?‖ [NOTE: Repeat for columns two and three, verifying that the words are being pronounced according to the patterns. Have several students read each column for practice.]

For a: For e: For i: For o: For u:

bat scene mice cope trust

make jet lick cot rude

trast plete pipe con fuse

frame crete blick hole cup

Lesson 7

Lesson Plans

7-6

Activity Book, Lesson 7, Activity A Reading Words 1 2 3 place chat include pep brave step brate hem slant crete expand here flash pede flap

Syllabification Estimated Time: 10 Min. Say, ―We have learned a procedure for dividing words into syllables. First, we

locate the vowels. If there are two consonants between the vowels, then we divide between the consonants.‖

≈ Write expand on the board.

Ask, ―What is the first vowel in this word?‖ (e)

≈ Underline the e.

Say, ―Good. What is the second vowel?‖ (a)

≈ Underline the a.

Say, ―Right. Now, tell me how many consonants there are between the e and the a.‖ (2, x and p)

Say, ―O.K. So we divide between the x and the p. What is the word?‖ (expand)

Say, ―Sometimes we have more than two consonants between the vowels. Then, we need to decide to keep two of the consonants together.‖

≈ Write install on the board.

Ask, ―Where do you think you divide this word?‖ (Between the n and the s.)

Say, ―Good. There are two clues to help us know where to divide this word. First, the syllable in is a prefix, meaning in, in this word. So, if you recognize a prefix or suffix, you can put a slash before or after it. We will learn more about prefixes and suffixes later. Also, in this word the s-t is called a blend. The two letters represent their own sounds, /s/ and /t/. But they are blended together to produce /st/. The two sounds are kind of stuck together. So, when there are three consonants, we often keep the blend together.‖

Lesson 7

Lesson Plans

7-7

[NOTE: In the word stall, the l influences and changes the pronunciation of the vowel a. If students have any difficulty with this sound, explain that al(l), is pronounced with the sound of a in ball.]

Say, ―Let‘s try our syllable strategy with our new syllable pattern—VCe.‖

≈ Write confide on the board.

≈ Underline the o and i.

Say, ―We underlined the vowels. But we do not underline the silent-e when we

mark the vowels.‖ Ask, ―Where do we divide this word?‖ (Between the n and the f.)

Say, ―Good. We divide the word between the two consonants. The first

syllable is a CVC syllable—con.‖ Say, ―Let‘s look at the second syllable, fide. This is a VCe syllable pattern with

a long vowel sound, /ī/.‖

≈ Write hopeless on the board.

Say, ―After context, the first step in our syllable strategy is to look for chunks.

The syllable less is a suffix in this word. So, if you recognize a suffix, you can put a slash before it.‖

≈ Put a slash in hopeless on the board (hope / less).

Say, ―What is the syllable pattern for the first syllable? (VCe) So, what is the

word? (hopeless) What does it mean?‖ (without hope) Say, ―O.K. Let‘s have you try some. Turn to Activity B in your book.

Underline the vowels in these words. Be careful not to underline silent-e. Then divide the words by drawing a slash between the syllables. If you need help, you can refer to the ‗Strategy for Reading Multisyllabic Words‘ on the Chart.‖

Activity Book, Lesson 7, Activity B Syllabification 1. con / trast 3. ex / treme 5. con / tem / plate 7. re / place 2. es / tab / lish /ment 4. up / scale 6. in / com / plete 8. name / less

Say, ―Once you have finished dividing the words, read them silently to

yourself.‖

Lesson 7

Lesson Plans

7-8

Display the transparency/PowerPoint and have students check their work. Call on students to read the words.

Ask, ―Look at number two, establishment. Why do you divide after the h?‖ (The sh is a digraph with one sound /sh/. The 2 letters represent 1 sound, so you can’t divide between them. Also, -ment is a suffix.)

Say, ―Look at number 7, replace. Why do you divide after re?‖ (Re is a prefix;

meaning again. Replace means to place again, or put something back.) Additional Words for Re-teaching: reshape, refreshment, extend, confuse, conclude, exclude, helpless, homeless.


Say, ―Now turn to Activity C. I am going to dictate some real words for you to write.‖

Smooth Reading Practice Estimated Time: 10 Min.

Teacher Models the Syllable Strategy Say, ―Please look at Activity D. We are going to practice reading. If you come

across a long word that you don‘t know, a good strategy is to divide it into syllables. Today we learned about a new syllable pattern to include in our strategy—VCe. I‘ll model the strategy for you.

Display the transparency/PowerPoint of the Smooth Reading passage.

Activity Book, Lesson 7, Activity C Dictation of Words

1. mule Sally rode a mule through the desert. 2. stripe My shirt has one orange stripe. 3. choke Be careful not to choke on the cherry pit. 4. invoke Ted had to invoke the help of a passing motorist. 5. stampede The small dog was crushed in the stampede. 6. insane Peggy was declared insane in 1986. 7. mistake I made a mistake and threw out a spoon. 8. shuck The children will shuck the corn while we make

dinner. 9. scrimp We will have to scrimp on food until my check

comes. 10. chess I was a chess champion as a child.

Lesson 7

Lesson Plans

7-9


Steve saw a reptile at camp – a huge black snake. It was time to send a letter to his classmate, Hope. He thought he could illustrate the letter with a picture of the snake. He knew that Hope would admire his fine work! Next time, he will send her a drawing of the tadpole he found.

Say, ―Steve saw a… Here is a word I don‘t know. First, I‘ll ‗Check the Context.‘

Steve saw a blank at camp. That could be a lot of things. Next, I‘ll ‗Look for Chunks.‘ I don‘t see a prefix or a suffix.‖

Say, ―So, I‘ll try to ‗Divide the Word‘ and ‗Read the Syllables.‘ I need to

underline the vowels, but not the silent-e. So, we divide this word between the 2 consonants, p and t. The first syllable is a CVC pattern, so it has a short vowel—rep. Let me look at the second syllable. It follows a VCe syllable pattern with a long vowel sound, /ī/, tile. So the word is rep – tile, reptile.”

Say, ―Let me ‗Check the Context.‘ Steve saw a reptile at camp. OK. That

makes sense.‖ Students Apply the Strategy to the Passage Say, ―Now I would like you to read the passage silently to yourself. The words

in bold are either VCe words or multisyllabic words with VCe syllables. Use the syllable strategy and what we just learned about syllable patterns to figure out the words. For the multisyllabic words, underline the vowels and use slashes to divide words into syllables. Be sure the sentences make sense. Raise your hand if you need help.‖





Teacher Models Smooth Reading Read the passage to the class with appropriate expression.



Lesson 7



Space Shuttle Explodes in Flames

In the race to be first in space traffic, the U.S. risked the life of an astronaut.

Lesson 7



1. con/trast

2. es/tab/lish/ment

3. ex/treme

4. up/scale

5. con/tem/plate

6. in/com/plete

7. re/place

8. hope/less

Lesson 7



Steve saw a reptile at camp – a huge black

snake. It was time to send a letter to his

classmate, Hope. He thought he could

illustrate the letter with a picture of the

snake. He knew that Hope would admire his

fine work! Next time, he will send her a

drawing of the tadpole he found.

Lesson Plans 8-1

Lesson 8

Dropping the Final e Prior to a Suffix

Lesson Overview This lesson reviews the VCe pattern and provides instruction on the e-dropping prior to a suffix. The lesson includes the following parts:

- Review of VCe pattern - Document of the Day - New Pattern: drop the final –e prior to a suffix - Syllabification - Exceptions to the rule - Progress Check - Smooth reading practice


Objective To review the VCe pattern To learn when to drop a silent e before adding a suffix

Materials Spelling Rules Chart Five Transparencies/PowerPoints:

- Activity Book, Lesson 8, Activity A: Document of the Day - Activity Book, Lesson 8, Activity A: Mark the Long Vowels - Activity Book, Lesson 8, Activity B: Discover the pattern - Activity Book, Lesson 8, Activity C: Add the suffixes - Activity Book, Lesson 8, Activity E: Smooth reading

Preparation Display the Spelling Rules Chart. Put an asterisk next to the third spelling rule for dropping the silent –e in VC-e syllables

Lesson 8

Lesson Plans 8-2


Say, ―Today we are working on Lesson 8. In the last lesson, we learned about syllables with a silent-e at the end. In this lesson we will learn when to drop the silent e before adding a suffix.‖

Say, ―Before we start our new lesson, let‘s review what we learned in the

previous lesson.‖


Say, ―Remember that in our last lesson we learned about the VCe pattern.‖ Say, ―What is different about the words hat and hate?” (An e has been added

to hat to form a new word.) Ask, ―What happens to the vowel sound when you add an e?” (When you add

an e, the vowel becomes long.)

≈ Write CVC = short vowel

≈ Write VCe = long vowel

Say, ―Now look at Activity A. Write the CVC words on the line. Make them

into VCe words by adding a silent e. Then mark the vowel long in the new word by putting a line over it.‖ (/ā/, /ē/, /ī/, /ō/, /ū/)

Activity Book, Lesson 8, Activity A Mark the Long Vowels

1. cop cōpe 7. dud dūde 2. pet Pēte 8. spit spīte 3. tap tāpe 9. hop hōpe 4. sham shāme 10. mat māte 5. cap cāpe 11. slid slīde 6. cod cōde 12. slop slōpe

Display the transparency/PowerPoint and have students check their work. Call

on students to read both the CVC and the VCe word to make sure they understand how the vowel sound changes.

Lesson 8

Lesson Plans 8-3


Fresh Baked Pies for Sale—Amazing Tastes

Apple for $8.00 Lemon for $6.00


Explain, ―There are a number of spelling rules to use when adding suffixes to words. These are fairly reliable even though a few exceptions occur.‖

Ask, ―Can someone read the Document of the Day?‖

≈ Write amazing on the board.

Say, ―Thank you. Amazing has two parts: a root word and a suffix.‖

Ask, ―What is the root word?‖ (amaze)

≈ Write amaze on the board.

Ask, ―Why did I put an e on the root word? There is no e in the word amazing.‖

(Because it has a long-a sound.) Ask, ―What is the suffix?‖ (-ing)

≈ Write the root and suffix on the board: amaze + ing.

Ask, ―When you add -ing to amaze, what happens to the final e in amaze?‖

(You drop it.) Say ― Let‘s try another word‖

≈ Write shining on the board.

Say, ―Shining has two parts: a root word and a suffix. What is the root word?

(shine) What is the suffix?‖ (-ing) Ask, ―When you add -ing to shine, what happens to the final e in shine?‖ (You

drop it.) Say ―Let‘s try another word.‖

Lesson 8

Lesson Plans 8-4

≈ Write inspired on the board.

Say, ―Inspired has two parts: a root word and a suffix. What is the root word?

(inspire) What is the suffix?‖ (-ed)

≈ Write inspire + ed on the board.

Ask, ―When you add -ed to inspire, what happens to the final e in inspire?‖

(You drop it.) Point to the spelling rule for dropping the silent-e at the end of VC-e syllables.

Say, ―Good. That is the first part of a useful spelling rule. You drop the e at

the end of a word when adding a suffix. Now, let‘s figure out the second part of the rule.‖

Say, ―Now turn your attention to Activity B. In this activity, you will separate

a root word from a suffix and then decide if a final e was dropped.‖ Say, ―Let‘s complete the first item together. The word is safest. The root is

safe and the suffix is –est. E-s-t is a common suffix that means ‗the most‘. You see it in words like biggest, fastest, and shortest. The final e in safe was dropped when we added the –e-s-t suffix, so I write ‗yes‘ in the final column. Note that when you spell safe + est, it is the silent e in safe that you are dropping.‖

[NOTE: It is the e in the root word that is dropped, not the e in the suffix. When adding, -ed, -er, -est, etc., emphasize that the silent e in the root is dropped. Some students may want to argue that they are just adding d rather than –ed. It is important to correct this misconception.]

Say, ―Now complete the rest of the table on your own.‖

Say, ―At the bottom of the page you will notice a spelling rule. Based on your

answers from the table, try to fill in the blanks in the pattern.‖

Lesson 8

Lesson Plans 8-5

Activity Book, Lesson 8, Activity B Discover the Pattern

Spelling Rule: The silent e at the end of a word is dropped if we add a suffix starting with a vowel. The silent e is not dropped if the suffix starts with a consonant.


Say, ―Let‘s think about why it makes sense to drop the e. Does anybody have

any ideas?‖ (Discuss any ideas they come up with.) Say, ―Look at the first example in Activity B. If we didn‘t drop the e, the word

would be spelled like this.‖

≈ Write safeest on the board.

Ask, ―How do you think that would be pronounced?‖ (safeest with a long-e.) Repeat with other words from Activity A – stripeed, bakeing

[NOTE: We want students have some sense that there are reasons why words are spelled like they are. It makes the concepts more memorable. We haven‘t taught vowel digraphs yet, but they should understand this example anyway. If not, just explain briefly that the double-e would have a long-e sound. The double-e examples are probably clearest. ]

Say, ―Now turn your attention to Activity C.‖ Say, ―Using the rule we just discovered, add suffixes to the words in this

table.‖

Word Root Suffix Was final e dropped?

safest safe est yes

baking bake ing yes

placement place ment no

safety safe ty no

movement move ment no

wiping wipe ing yes

striped stripe ed yes

tireless tire less no

Lesson 8

Lesson Plans 8-6

Activity Book, Lesson 8, Activity C Add the Suffixes


[NOTE: You may wish to ask students to read some of these words aloud.]

Additional Words for Re-teaching: nice-nicer-nicest, wise-wiser, wisest, inspire-inspired-inspiring, restate-restated, restating, conclude-concluded- concluding, reassure-reassured-reassuring.


Say, ―It is important to remember the rule about dropping the final e when you read multisyllabic words. Let‘s look at some of the examples in Activity C.‖

≈ Write including on the board.

Say, ―Let‘s apply our syllable strategy to read this word. There is no sentence

context, so the first step would be to ‗Look for Chunks.‘ I see the suffix –ing; I‘ll put a box around that. Then I‘ll divide between the consonants to separate the first syllable in.‖

Say, ―Then the middle syllable is c-l-u-d. That looks like a CVC syllable,

doesn‘t it? So I have to remember the rule about dropping the final e. When –ing was added, the final e was dropped. So the syllable is c-l-u-d-e, clude, with a long-u sound. So the word is including. If I didn‘t remember the rule, I would mispronounce the word as in – clud – ing.‖ [Pronounce it with a short-u sound.]

Additional Words for Re-teaching: confide-confiding, suppose-supposed.

Word + ing + ed

include including included

deprive depriving deprived

complete completing completed

exile exiling exiled

recognize recognizing recognized

Lesson 8

Lesson Plans 8-7

Exceptions to the Rule Estimated Time: 5 min.

Say, ―There are a few words that don‘t follow the rule. They drop the e even when the suffix begins with a consonant.‖

≈ Write these words on the board for students to see:

truly truth ninth

argument judgment

Say, ―These are common examples. They need to be remembered as

exceptions.‖

Progress Check Estimated Time: 5 min. Say, ―Now look at Activity D. Write the words I dictate on the lines provided.‖

Smooth Reading Practice Estimated Time: 15 min. Teacher Models the Syllable Strategy Say, ―Next we are going to apply what we just learned to figuring out new

words when reading. We will be looking for examples where suffixes were added to VCe words.‖

Activity Book, Lesson 8, Activity D: Progress Check

1. ruling The judge‘s ruling was honest and fair. 2. placement Kendra liked the placement of her freckles. 3. baked I enjoy fresh baked pies and cakes. 4. including I will eat anything, including insects. 5. rudely Paul thought Ellen treated him rudely. 6. racing Don‘s favorite sport is car racing. 7. buff My favorite color of leather is buff. 8. standing It was raining while I was standing in line for the bus. 9. batch The last batch of cookies was the best. 10. brake Dorothy applied the brake as she came to a stop.

Lesson 8

Lesson Plans 8-8


Activity Book, Lesson 8, Activity E Smooth Reading

Martha had the cutest baby! He is so wonderful, it is fantastic. Because Martha had surgery, her movement is confined to the house for a few weeks. She is thinking of hiring some help until she is less tired. Sharing the work with someone will make her life much easier.

Say, ―Martha had the…Here is a word I don‘t know. First, I‘ll ‗Check the

Context.‘ Martha had the blank baby. So it must be a word describing a new baby. Now, I‘ll ‗Look for Chunks‘; I‘ll look for prefixes and suffixes. Yes, I see the suffix –e-s-t.”

Draw a box around -est. Say, ―The root is c-u-t. But I remember the spelling rule that you drop the

silent e at the end of a word when adding a suffix starting with a vowel. If I put an e on c-u-t, I get cute. Cute + est = cutest. OK, that makes sense; Martha had a really cute baby.‖

Students Apply the Strategy to the Passage Say, ―Now I would like you to read the passage silently to yourself. Use the

strategy to figure out the words in bold italics. Some of them are words with suffixes added to VCe words. Underline the vowels and use slashes to divide words into syllables like we have been doing. Be sure the sentences make sense. Raise your hand if you need help.‖

Pause while the students read the passage to themselves. Circulate to see if anyone needs help.

Students Read Words and Discuss When they are mostly done, ask individual students to read a sentence and




Students Practice Smooth Reading [NOTE: Students work in pairs. They each read the passage to their partner. The partner gives corrective feedback. After one reads, the other reads. If time permits, they can each read it 2 or more times.]

Lesson 8



Fresh Baked Pies for Sale—Amazing Tastes

Apple for $8.00

Lemon for $6.00

Lesson 8


Activity Book, Lesson 8, Activity A Mark the Long Vowels

1. cop cōpe 7. dud dūde

2. pet pēte 8. spit spīte

3. tap tāpe 9. hop hōpe

4. sham shāme 10. mat māte

5. cap cāpe 11. slid slīde

6. cod cōde 12. slop slōpe

Lesson 8


Activity Book, Lesson 8, Activity B Discover the Pattern

Spelling Rule:

The silent e at the end of a word is dropped if we

add a suffix starting with a vowel.

The silent e is not dropped if the suffix starts with

a consonant.

Word Root Suffix Was final e dropped?

safest safe est yes

baking bake ing yes

placement place ment no

safety safe ty no

movement move ment no

wiping wipe ing yes

striped stripe ed yes

tireless tire less no

Lesson 8


Activity Book, Lesson 8, Activity C Add the Suffixes

Word + ing + ed

include including included

deprive depriving deprived

complete completing completed

exile exiling exiled

recognize recognizing recognized

Lesson 8



Martha had the cutest baby! He is so

wonderful, it is fantastic. Because Martha

had surgery, her movement is confined to

the house for a few weeks. She is thinking of

hiring some help until she is less tired.

Sharing the work with someone will make her

life much easier.

Lesson Plans 9-1

Lesson 9

Doubling the Final Consonant in CVC Syllables

Lesson Overview This lesson focuses on the spelling rule for doubling consonants in one syllable words with the CVC pattern. The lesson includes the following parts:

- Review of spelling rule 3 - Document of the Day - New Pattern: Doubling final consonant - Progress Check - Smooth Reading


Objective To learn the spelling rule for doubling consonants at the end of one syllable CVC words To review dropping the silent e spelling rule

Materials Spelling Rules Chart Five Transparencies/PowerPoints:

- Activity Book, Lesson 9, Activity A: Document of the Day - Activity Book, Lesson 9, Activity A:Write the Root Word - Activity Book, Lesson 9, Activity B: Follow the Rule - Activity Book, Lesson 9, Activity C: Find the Pattern - Activity Book, Lesson 9, Activity E: Smooth Reading

Preparation Display the Spelling Rules Chart. Put an asterisk next to the forth spelling rule for doubling the final consonant in CVC syllables

Lesson 9

Lesson Plans 9-2


Say, “Today we are working on Lesson 9. We will learn when to double a consonant when adding a suffix to a word.”

Say, “First, let‟s review the spelling rule we have learned so far: when to drop

a silent e when adding a suffix.”


Say, “Please turn to Activity A. Look at the spelling rule at the top of the

activity. Let‟s read it together and fill in the blank.” Say, “The silent e pattern rule says „Drop the silent e if the suffix begins with a

what?‟” (vowel) Say, “Correct. So, write vowel in the blank provided. Can someone think of an

example?” (For example, bake + ed = baked.) Say, “Now complete Activity A. For each word, write the root word.

Activity Book, Lesson 9, Activity A Write the Root Word Spelling Rule 1. Silent e Pattern: Drop the silent e if the suffix begins with a vowel.

Display the transparency/PowerPoint and have students check their work. Be certain that students understand why the e is on the end of the root words.

Word Root

illustrating illustrate

relating relate

postponed postpone

bravely brave

pavement pave

tiring tire

cutest cute

inspired inspire

Lesson 9

Lesson Plans 9-3


Display the Document of the Day transparency/PowerPoint

Thank you for your order of Mock Socks. No sagging, drooping, or flopping, even when hopping. Shipping Details Choose a shipping speed: Standard Shipping (3-7 business days) Two-Day Shipping (2 business days) One-Day Shipping (1 business day) Your items will arrive in 1 shipment. Shipping Address: Joe Blime Running Deer Lane Bucksnort, TN 52763 Estimated ship date: 7/7/07

NOTE: This Document of the Day includes some patterns that have not been taught. In keeping with the intent of the curriculum, we wish to introduce more advanced syllable patterns that students at this level of reading may be able to read. If students have difficulty with a word like business, simply

pronounce the word for them. Say, “Take a look at the Document of the Day. It is the shipping page of an

order form from a website. Can someone read the Document to us?”


NOTE: Please refer to the Double the Final Consonant Spelling Rule on the

Chart as you explain the words in the Document of the Day. Say, “Let‟s look at some of the words on this shipping page.”

≈ Write shipping on the board.

Ask, “Can anyone tell me the root word for shipping?” (ship)

≈ Write ship + ing on the board.

Lesson 9

Lesson Plans 9-4

Say, “What changed in this word when we added the suffix -ing to the word?”

(The p doubled.)

Point to the fourth rule of the Spelling Rules Chart for doubling the final consonant in CVC syllables

Say, “Excellent. You have just given us a clue about a useful spelling rule in

English, called the Doubling Rule. This is the rule: When a CVC word has one vowel, ends in one consonant, and is one syllable, double the final consonant when adding a suffix beginning with a vowel. So in shipping, we are combining ship with -ing. Ship is one syllable, has one vowel, and ends in one consonant. -ing is a suffix beginning with a vowel. So, we double the p before we add the -ing.”

Ask, “Can anyone find another word that follows this pattern?” (running)

Say, “Good. The word run is one syllable, has one vowel, and ends in one

consonant. So, we double the n before adding the -ing, a suffix beginning with a vowel. By the way, what syllable pattern is run?” (CVC)

≈ Write shipment on the board.

Ask, “What is the root word in shipment?” (ship)

Say, “Right. So, we have a root word with one syllable, one vowel, and ending

in one consonant. So, why don‟t we double the p?” (The ending -ment begins with a consonant.)

≈ Write fastest on the board.

Say, “Excellent. Take a look at fastest. Why don‟t you double the t in this

CVC word?” (It ends in 2 consonants.) Ask, “Can anyone find a word that follows the drop the silent e rule?”

(estimated) Say, “Now, circle all of the words that double a final consonant when a vowel

suffix is added. In other words, circle the words that follow the double the final consonant rule.”

Read the words that should be circled to the students. (sagging, flopping,

hopping, shipping, running.)

Lesson 9

Lesson Plans 9-5

Say, “Turn to Activity B. Use the table provided to decide whether or not to

double the final consonant before adding the suffix. If you check all three boxes in the table, you will double the final consonant. Then, add the suffixes to the root words, applying the Double the Final Consonant rule: If a one syllable root word ends in one consonant with one vowel before it, double the final consonant of the root word if the suffix begins with a vowel.”

Say, “Let‟s look at the first one together.” Say, “The root word is clasp. It has one syllable, so check the first box. It has

one vowel, so check the next box. The final box asks if it has one final consonant. Clasp ends in two consonants, so we cannot check this box. Therefore, we do not double the final consonant when adding the e-d to clasp. Write clasped in the final box.”

Say, “Now complete the rest on your own.”

Activity Book, Lesson 9, Activity B Follow the Rule

One syllable?

One vowel?

One final consonant?

Write the word

clasp + ed clasped

big + er bigger

get + ing getting

wise + er wiser

stamp + ing stamping

blame + ed blamed

bit + en bitten

flat + en flatten

read + ing reading

shop + ing shopping

box + ed 1 consonant that makes 2 sounds

boxed

Display the transparency/PowerPoint and have students check their work. Discuss any questions students have. Choose several words to review, reinforcing the rule.

Say, “Let‟s look at the last item, box. The x is never doubled. Can anyone figure out why this word (box) still fits the pattern? Listen carefully to the number of sounds in the word box: /b/ /o/ /k/ /s/.” (X has 2 sounds, /ks/.)

Lesson 9

Lesson Plans 9-6

Say, “Now look at Activity C. Read the phrases to yourselves. Underline words

that double the final consonant. Then put a box around any words that drop the silent e”

Say, “Some words will not need to be boxed or underlined, and we will talk

about the reasons why.” Activity Book, Lesson 9, Activity C Find the Pattern

1. clasped pants 2. saggy pants 3. quitting the job 4. humming the tune 5. fixing the problem 6. excellent timing 7. hopping rabbit

8. bravest soldier

9. saving lives

10. cutting the grass

Display the transparency/PowerPoint and have students check their work. Ask, “Why didn‟t we underline clasped?” (The final consonant was not

doubled. The root word is clasp—it does not follow the final consonant doubling rule because it does not end in one consonant.)

Ask, “Why didn‟t we underline fixing?” (X is never doubled because it

represents 2 sounds, /k/ and /s/.) Ask, “What is the root word for excellent?” (excel)

Say, “Good. The word excellent is actually more common than its root excel.

But, if you realize the root is excel, then you will understand why there are 2 l’s and remember to spell the word with 2 l’s.”

Additional Words for re-teaching: shop, hop, hot-hotter, drag-dragged, fix-

fixed, walk-walked-walking, draft-drafted, rubbing, robbing, wagging, begging.

Lesson 9

Lesson Plans 9-7


Say, “Now turn to Activity D. Write the words I dictate on the lines provided.”

Smooth Reading Practice Estimated time: 15 Min.

Teacher Models the Syllable Strategy

Say, “Now look at Activity E. We are going to apply what we learned to figuring out new words when you are reading. In the last 2 lessons you learned 2 things about adding suffixes that are important when you divide words into syllables. I‟ll show you how to use that knowledge to figure out words.”


Activity Book, Lesson 9, Activity ESmooth Reading

Sam keeps forgetting to buy milk when he goes shopping. Now he is upset because he has been consuming a lot of chocolate chip cookies, and he has a craving for a tall glass of milk. Tomorrow, he is planning to go to the store, and he is writing himself a note so he won‟t forget again.

Say, “Sam keeps... Here is a pretty long word. I‟m going to skip Checking the

Context this time because right away I see the common suffix, -i-n-g. Right in front of it, I see a double-t, so I bet the t was doubled when the suffix was added. I‟ll include 1 t with the suffix. That will let me see the original root word.”

▲ Draw a box around t-i-n-g.

Say, “The root word that is left is forget. This is a common word that I know.

If I didn‟t know it, I could divide between the 2 consonants. That would give me for – get -ting, forgetting.”

Activity Book, Lesson 9, Activity D: Progress Check

1. trimming I saw Kara trimming the hedges. 2. tending Bill loves tending his garden. 3. thrilling Monica felt her life was thrilling. 4. kidding I was only kidding. 5. gotten I have never gotten such a perfect present! 6. chanted We chanted the tune all during play. 7. biker The biker dodged the parked car. 8. closely The aggressive driver followed too closely. 9. voting Voting is an important civic responsibility. 10. compensate We will compensate you well for the extra time.

Lesson 9

Lesson Plans 9-8

Say, “Now let me „Check the Context.‟ Sam keeps forgetting to buy milk when

he goes shopping. There is another word with the common suffix, -ing. Just like in forgetting, I‟ll put a box around ping. The root word is shop.”

Students Apply the Strategy to the Passage Say, “Now I would like you to read the passage silently to yourself. Use the

strategy to figure out the multisyllabic words in bold italics. Put a box around suffixes, and then figure out the root word. Be sure the sentences make sense. Raise your hand if you need help.”


then explain how they divided the target word(s). Teacher Models Smooth Reading Read the passage to the class with appropriate expression.

Students Practice Smooth Reading [NOTE: Students work in pairs. They each read the passage to their partner. The partner gives corrective feedback. After one reads, the other reads. If time permits, they can each read it 2 or more times.]

Lesson 9


Activity Book, Lesson 9, Activity A Write the Root Word

Spelling Rule

1. Silent e Pattern: Drop the silent e if the

suffix begins with a vowel.

Word Root

illustrating illustrate

relating relate

postponed postpone

bravely brave

pavement pave

tiring tire

cutest cute

inspired inspire

Lesson 9



Thank you for your order of Mock Socks. No sagging, drooping, or flopping, even when hopping. Shipping Details Choose a shipping speed: Standard Shipping (3-7 business days) Two-Day Shipping (2 business days) One-Day Shipping (1 business day) Your items will arrive in 1 shipment. Shipping Address: Joe Blime Running Deer Lane Bucksnort, TN 52763 Estimated ship date: 7/7/07

Lesson 9


Activity Book, Lesson 9, Activity B Follow the Rule

One

syllable? One

vowel? One final

consonant? Write the

word

clasp + ed clasped

big + er bigger

get + ing getting

wise + er wiser

stamp + ing stamping

blame + ed blamed

bit + en bitten

flat + en flatten

read + ing reading

shop + ing shopping

box + ed

1 consonant that makes 2 sounds

boxed

Lesson 9


Activity Book, Lesson 9, Activity C Find the Pattern

1. clasped pants

2. saggy pants

3. quitting the job

4. humming the tune

5. fixing the problem

6. excellent timing

7. hopping rabbit

8. bravest soldier

9. saving lives

10. cutting the grass

Lesson 9



Sam keeps forgetting to buy milk when he

goes shopping. Now he is upset because he

has been consuming a lot of chocolate chip

cookies, and he has a craving for a tall glass

of milk. Tomorrow, he is planning to go to

the store, and he is writing himself a note so

he won’t forget again.

Lesson Plans 10-1

Lesson 10

Variations on the Final-e Pattern

Lesson Overview This lesson reviews the VCe syllable pattern. It explains the use of e in words that end in v and works with the suffix –ive. The lesson includes the following parts:

- Review VCe syllable - Document of the Day - New Pattern: English words ending in v - Parts of Words: -ive - Progress Check - Smooth Reading


Objective To learn variations to the long vowel in the VCe pattern To review the VCe pattern

Materials Six Syllables Patterns Chart Strategy for Reading Multisyllabic Words Chart Five Transparencies/PowerPoints:

- Activity Book, Lesson 10, Activity A:Document of the Day - Document of the Day: VCe words boxed - Activity Book, Lesson 10, Activity B: Sort the Words - Activity Book, Lesson 10, Activity C: Syllabification - Activity Book, Lesson 10, Activity E: Smooth Reading

Preparation

Lesson 10

Lesson Plans 10-2


Say, ―Today we are working on Lesson 10. We are going to continue our work with the VCe pattern.‖

Explain, ―Remember that the silent e at the end of the syllable usually signals that the preceding vowel will be long. The VCe pattern also has some variations. Sometimes the vowel does not have a long vowel sound. We will study some of those alternate pronunciations. First, let‘s review the VCe pattern briefly.‖

Review Estimated Time: 5 min. Say, ―Turn to Activity A. Please write the words that I say in the first

column.‖ [NOTE: Work very quickly through this review.]

Activity Book, Lesson 10, Activity A Change the Vowel Sound

Dictate these words: nap, sit, lob, dud, pet.

≈ Write the correct words on the board and ask students to read them.

Say, ―Now, write the words again in column two, but this time add an e to the

end of each word.‖ Ask students to read the words.

Ask, ―Are all of these words real words?‖ (Yes.) Ask, ―What happens to the vowel sound when you add an e?‖ (When you add

an e, the vowel becomes long.) [NOTE: Tell students that they can look up any words they don‘t know in their

glossary.]

Word + final e

nap nape

sit site

lob lobe

dud dude

pet Pete

Lesson 10

Lesson Plans 10-3


Web Site

State stamps for sale. Collect all of them. Give them to friends. They will love to have their own set.

www.usastamps.gov

Display the Document of the Day transparency/PowerPoint.

Ask, ―Can someone please read the Document of the Day?‖

Explain, ―We have learned two syllable patterns so far. Can anyone tell me

what they are?‖ (CVC and VCe)

Say, ―Right. A vowel is usually short in CVC syllables. The CVC pattern means

that a single vowel is followed by a consonant. There can be one, two, or three consonants. Can someone find a CVC syllable in the Document of the Day?‖ (Accept any correct answer.)

Say, ―Excellent. Put a box around any VCe syllables.‖

Web Site State stamps for sale. Collect all of them. Give them to friends.

They will love to have their own set.

www.usastamps.gov

Display the transparency/PowerPoint with the correct answers. Ask, ―Do all of the VCe words have a long vowel sound?‖ (No. Give, love, and

have have short vowel sounds.) Say, ―Great. Let‘s learn about these words.‖

New Pattern Estimated Time: 5 Min. Say, ―Please sort the words in Activity B by their vowel sounds (long or short).

Let‘s do the first one together. Does slave have a long a sound?‖ (yes) Say, ―So write slave under the ‗long vowel‘ column.‖

Lesson 10

Lesson Plans 10-4

Activity Book, Lesson 10, Activity B Sort the Words

1. slave 5. glove 2. have 6. rove 3. live 7. drove 4. grave 8. give

Display the transparency/PowerPoint with the correct answers.

Ask, ―What is this pattern?‖ (VCe) Ask, ―Are all the vowel sounds long?‖ (no) Say, ―Live can have either a long or short vowel.‖

Ask, ―Do you notice anything about all of these words? What is the last consonant?‖ (They all end in v.)

Explain, ―No regular English words end with the letter v. Let me say that again. No English words end in v. You can‘t very often say that something is always true in English, so this rule is a nice one to know about. Therefore, some words ending with v-e have a short vowel sound. If in doubt about the vowel, try a long sound first, then a short one.‖

[NOTE: We tell the students that there are no English words ending in v. The only ones that do are marked as slang or shortened forms (e.g., shiv; gov, rev) in the dictionary. Also, a few Russian terms such as Slav will end in v.]

Additional Words for re-teaching: dove, live, love, drive, wave, shave, thrive, stove.

Parts of Words Estimated Time: 10 Min. ≈ Write the suffix -ive on the board.

Say, ―/iv/ is a common suffix added to words. What is a suffix?‖ (It is an

ending that changes the meaning of a word.) Say, ―Right. It is an ending on a word that has meaning. So, -s in the word

dogs is a suffix. What is the meaning of –s in dogs?‖ (It means more than one dog. It indicates the word is plural.)

short vowel long vowel

live have glove give

slave live

grave rove drove

Lesson 10

Lesson Plans 10-5

Say, ―So, i-v-e is a suffix that follows the VCe pattern but that has a short vowel sound. Why is the e there at all?‖ (No English word ends in v.)

Say, ―Good. The suffix i-v-e means having a tendency for something.‖

≈ Write act + ive on the board.

Say, ―So, a person who is active has a tendency to act. A number of longer

words with the suffix i-v-e are found in Activity C. Say, ―To help read these words, we need to divide them into syllables and then

read each syllable. First, underline the vowels. Remember not to underline silent-e. Then put a slash between the consonants. Then read each syllable and put them together to read the word.‖

Say, ―Let‘s do the first one together. I‘ll underline the vowels, e, e, and i, but

not the final silent-e. There are 2 consonants between each 2 vowels so I‘ll divide between the consonants. That gives me ex – pres – sive, expressive. Expressive people like to express themselves.‖

≈ Write ex / pres / sive on the board as you do this.

Say, ―I could divide it another way. I could start by taking off the suffix—ive.

Then the slashes would be a little different. But it doesn‘t matter because I would say it the same way. We can be flexible as long as we figure out the word.‖

Activity Book, Lesson 10, Activity C Syllabification 1 2 3 ex / pres / sive im / pul / sive in / ex / pen / sive pas / sive dis / rup / tive in / ten / sive ac / tive con / struc / tive com / pul / sive Display the transparency/PowerPoint with correct answers. Say, ―Can someone read the words in column 1? Column 2? Column 3?‖

[NOTE: Students can divide between the consonants or right before the suffix –ive. Tell them that either way is OK. The important thing is to help students be flexible. Explain that they need to get close enough to be able to pronounce the word. In the case of inexpensive, students will only have one consonant between the i and e. Remind them that in is a prefix that they already know how to pronounce.]

Lesson 10

Lesson Plans 10-6

Additional Words for Re-teaching: subjective, attractive, defensive, motive, repulsive, constrictive, expulsive, impressive, possessive, unexpressive.

Progress Check Estimated Time: 5 Min. Say, ―Please turn to Activity D. Write the words I dictate on the lines

provided.‖

Smooth Reading Practice Estimated Time: 15 Min.

Teacher Models the Syllable Strategy Say, ―Please look at Activity E. We are going to apply what we have learned to

figuring out words when we read. We learned about an important exception to the VCe pattern in words that have the letter v. I‘ll model how to use that in reading.

Display the transparency/PowerPoint with the passage.


My boss took me to an expensive restaurant. The menu was impressive with all kinds of uncommon food. I ordered pasta with garlic shrimp which tasted disgusting. And the plates of food were massive. I didn‘t want to say how offensive it was, so I ate all of it. After dinner, I felt really sick.

Say, ―My boss took me to an...Here is a word I don‘t know. First, I‘ll ‗Check

the Context.‘ My boss took me to an blank restaurant. OK. So it‘s some kind of restaurant.‖

Activity Book, Lesson 10, Activity D Progress Check

1. active Young children are very active. 2. give I will give my Christmas bonus to the church. 3. shove People shove and push to get on the subway. 4. brave The brave man risked his life to save another. 5. intensive Dan had intensive therapy after his accident. 6. impulsive I try not to be impulsive and buy things I don‘t need. 7. saving I am saving money to go to college. 8. empire We went to watch the Empire Strikes Back. 9. statement My bank statement had three errors this month. 10. dropping I am dropping you off at 5:30.

Lesson 10

Lesson Plans 10-7

Say, ―Next, I‘ll ‗Look for Chunks.‘ I‘ll look for prefixes and suffixes. I see the suffix –i-v-e that we just learned about.‖

▲ Put a box around the suffix -ive or- sive.

Say, ―Let‘s divide the rest of the word. I‘ll underline the vowels. There are 2

consonants so I‘ll divide between them. That gives me ex – pen – sive, expensive.‖

Say, ―Let‘s check the context to see if that makes sense. My boss took me to

an expensive restaurant. OK. That makes sense. I wish my boss would do that.‖

Students Apply the Strategy to the Passage Say, ―Now read the passage silently to yourself. Use the strategy to figure out

the multisyllabic words in bold italics. Be sure the sentences make sense. Raise your hand if you need help.‖








Lesson 10



Web Site

State stamps for sale. Collect all of them.

Give them to friends.


www.usastamps.gov

Lesson 10


Activity Book, Lesson 10 Document of the Day VCe words boxed

Web Site

State stamps for sale. Collect all of them. Give

them to friends.


www.usastamps.gov

Lesson 10



short vowel long vowel

live

have

glove

give

slave

live

grave

rove

drove

Lesson 10


Activity Book, Lesson 10, Activity C Syllabification

1 2 3

ex/pres/sive im/pul/sive in/ex/pen/sive

pas/sive dis/rup/tive in/ten/sive

ac/tive con/struc/tive com/pul/sive

Lesson 10



My boss took me to an expensive restaurant.

The menu was impressive with all kinds of

uncommon food. I ordered pasta with garlic

shrimp which tasted disgusting. And the

plates of food were massive. I didn’t want

to say how offensive it was, so I ate all of it.

After dinner, I felt really sick.

Lesson Plans 11-1

Lesson 11

Review

Lesson Overview This lesson is a review of the lessons 7-10. It reviews the VCe syllable pattern and its variations. In addition, it reviews the rule for e-drop and doubling. The lesson includes the following parts:

- Syllable Patterns - Dropping the Silent e - Doubling the Final Consonant - Syllabification


Objective To review the VCe syllable pattern and variations on the final e pattern (-ive) To review Spelling Rule 3 (drop the silent e before adding a vowel suffix) To review Spelling Rule 4 (doubling the final consonant in one-syllable words before adding a vowel suffix) To practice dividing syllables with our spelling rules

Materials Three Transparencies/PowerPoints:

- Activity Book, Lesson 11, Activity A: Dropping the e - Activity Book, Lesson 11, Activity B: Add the suffixes - Activity Book, Lesson 11, Activity C: Syllabification

Preparation

Lesson 11

Lesson Plans 11-2


Say, “Today we are working on Lesson 11. In this lesson we will review the VCe

syllable pattern. We will also review the variations on that pattern like the word give.”

Say, “We will then look at our two spelling rules and apply them to our work in

dividing syllables.”

Syllable Patterns Estimated Time: 10 min.

Say, “What two syllable patterns have we learned about so far?” (CVC, VCe)

≈ Write man, cap, plod, and trem in a list on the board.

Ask, “What syllable pattern do these words and syllables have?” (CVC)

Ask, “What makes these CVC syllables?” (They have one vowel and end in a

consonant.) Ask, “What kind of vowel sound do they have?” (short)

Ask, “Can someone read these words and syllables?”

≈ Write mane, cape, plode, and treme next to the other words.

Ask, “What syllable pattern do these syllables have?” (VCe)

Ask, “What happens to the vowel sound when you add an e?” (long vowel)

Ask, “Can someone read these words and syllables?”

Say, “We learned about one exception to the VCe pattern. Does anyone

remember the exception?” (Accept any answer about words with a v.)

≈ Write give, love, and have on the board.

Say, “A few very common words with the letter v have a vowel-v-e but still

have a short vowel sound. This is because no English words end with the letter v.” [NOTE: Some students may mention slang or new technical words like gov or shiv. But no standard words end with v.]

≈ Write active and supportive on the board and put a box around the –ive in both

words.

Lesson 11

Lesson Plans 11-3

Say, “One fairly common suffix with a v in it, -i-v-e, also has a short vowel sound. Can someone read these words?”

Dropping the Silent e Estimated Time: 10 min.

Say, “We have learned two spelling rules about adding suffixes to words. One

rule applies to CVC words and the other applies to VCe words.” Ask, “Can someone tell me what the rule is that applies to VCe words?” (The

silent e at the end of a word is dropped if we add an ending starting with a vowel. The silent e is not dropped if the ending starts with a consonant.)

Say, “Now turn your attention to Activity A.” Say, “Using the spelling rule, add suffixes to the words in this table. Do not

add a suffix if there is an X in the box since the word will not be real.” Activity Book, Lesson 11, Activity A Dropping the e

Display the transparency/PowerPoint and have the students check their work.

Call on students to read some of the words. Say, “Look at the words with the –e-d suffix. What sound does the –e-d make in

completed? (/ed/) What sound does –e-d make in liked? (/t/) What sound does –e-d make in tired? (/d/)

Say, “Good. The –e-d suffix always has the same meaning. It makes a verb past

tense. But it can be pronounced 3 different ways. Sometimes it is a separate syllable, like in completed, and sometimes it is just a /d/ or /t/ sound at the end of the word.”

Doubling the Final Consonant Estimated Time: 10 min.

Say, “The other spelling rule we learned applies to CVC words. Can someone

tell me the rule?” (If a one syllable root word ends in one consonant with one vowel before it, double the final consonant of the root word if the suffix begins with a vowel.)

-ing -ly -ed

complete completing completely completed

like liking likely liked

brake braking X braked

tire tiring X tired

exclude excluding X excluded

state stating stately stated

Lesson 11

Lesson Plans 11-4

[NOTE: Students might also say that if a CVC word ends with a single vowel, you double the consonant if the suffix starts with a vowel. Accept this answer but stress the 1-1-1 part of the rule to help them remember the rule.]

Say, “Now turn your attention to Activity B.” Say, “Using the rule, add suffixes to the words in this table. These are the

most common suffixes in English.” Activity Book, Lesson 11, Activity B Add the Suffixes

-s -ed -ing

slam slams slammed slamming

print prints printed printing

step steps stepped stepping

place places placed placing

button buttons buttoned buttoning

flap flaps flapped flapping

rock rocks rocked rocking


Ask individuals to explain why they did or did not double the final consonant.


Say, “So far we have reviewed spelling rules for adding suffixes. We also need

to remember these rules when we read multisyllabic words. When we divide words, we need to think about whether the final consonant was doubled or a final silent e was dropped.”

≈ Write bravest on the board.

Ask, “What is the suffix in this word?” (-est)

≈ Write brav / est on the board.

Ask, “Is that right?” (No, you have to add an e to make the vowel long.)

≈ Add the e to make brave / est.

Ask, “When you add the suffix –est to brave, what happens to the root word?”

(You drop the final e.)

Lesson 11

Lesson Plans 11-5

Say, “That‟s right. If we didn‟t remember about the dropped e, we might not decode the word correctly.”

Say, “Let‟s think about why it makes sense to drop the e. Does anybody have

any ideas?” (Otherwise, the word would be spelled braveest, which you would pronounce brave - eest.)

Say, “Now turn your attention to Activity C. Each of these sentences has a

multisyllabic word in bold italics. We will use our syllable strategy and the spelling rules about adding suffixes to figure out these words.”

≈ Write contemplating on the board. Mark and divide the word as you talk about

it. It will end up as con / tem / plat(e) / ing. You can insert the e with a caret.

Say, “Let‟s do the first one together. First, I‟ll „Check the Context.‟ Joe sat

blank the problem for a long time. OK. Well, it‟s something he is doing about a problem.”

Say, “Next, I‟ll „Look for Chunks.‟ I see the common suffix, -i-n-g. I‟ll put a

box around it.” Say, “Next, I‟ll divide the word into syllables and then read each syllable. I‟ll

underline the vowels. There are two consonants between the first two, so I‟ll divide between the n and t. There are three consonants between the next vowels; I‟ll divide after the m to keep the blend p-l together. That gives me con – tem – plat – ing. I can see that there must have been a silent e on p-l-a-t, which would make it plate. So the word is con – tem – plate - ing, contemplating.”

Say, “That means thinking hard about something. So the sentence makes

sense. Joe sat contemplating the problem for a long time.” Say, “Let‟s look at number two also. The word has the common –e-d suffix.

What is the root word? (slip) What is the whole word? (slipped) Did the –ed suffix make a separate syllable? (no). What sound does it make? (/t/) Good. Remember that the –ed suffix sometimes is a separate syllable and sometimes is just the sound /t/ or /d/.”

Lesson 11

Lesson Plans 11-6


1. Joe sat con / tem / plat / ing the problem for a long time. 2. I slipped on the icy stairs. 3. Paula was in / quir / ing about her paycheck when I walked in. 4. I hap / pened to be in the room when the fight began. 5. I was mis / tak / en, your shoes are red, not pink. 6. She made a state / ment by coloring her hair purple. 7. Claudia likes to buy ex / pen / sive shoes. 8. The troops are in / fil / trat / ing enemy lines. 9. The ac / cus / er was scared of a trial. 10. The man on the corner is babbling in / sane / ly to himself.

Display the transparency/PowerPoint and have the students check their work. [NOTE: You might discuss why the e is dropped in inquiring, mistaken, infiltrating, accuser but not in statement and insanely. Also, you might discuss the sound of –ed in happened, and the –ive suffix in expensive. ]

Progress Check Estimated Time: 10 min. Say, “Now turn to Activity Book D for Lesson 11. I am going to dictate some

words for you to write. Then you will divide some words into their syllables.”

[NOTE: After the completion of Activity D: Progress check and if you have extra time, you can have students practice Smooth Reading in pairs using the passages from Lessons 7-10. This would be excellent practice and review.]

Activity Book, Lesson 11, Activity D: Spelling Words

1. Cube A cube is a shape with four equal sides. 2. Shame He brought me to shame when he exposed my lie. 3. Stone You will find the house key under the stone next to the door. 4. Gloves The girl wore her gloves and got ready to play with the snow. 5. Basement We moved all the children‟s toys to the basement. 6. Stopped It stopped raining immediately after he made his wish. 7. Resting There is no resting time during a working week. 8. Skater With every move the skater took our breath away. 9. Smelling She has an increased sense of smelling and can always tell if

someone is a smoker. 10. Intensive The waiting time for the results of the operation was so

intensive. Syllable Division

1. Impressive im/pres/sive 6. Shipment ship/ment 2. Restatement re/state/ment 7. Distrusting dis/trust/ing 3. Replacing re/plac/ing 8. Unattached un/at/tach/ed 4. Disengagement dis/en/gage/ment 9. Imitating im/it/at/ing 5. Concluded con/clud/ed 10. Impeding im/ped/ing

Lesson 11


Activity Book, Lesson 11, Activity A Dropping the e

-ing -ly -ed

complete completing completely completed

like liking likely liked

brake braking X braked

tire tiring X tired

exclude excluding X excluded

state stating stately stated

Lesson 11


Activity Book, Lesson 11, Activity B Add the Suffixes

-s -ed -ing

slam slams slammed slamming

print prints printed printing

step steps stepped stepping

place places placed placing

button buttons buttoned buttoning

flap flaps flapped flapping

rock rocks rocked rocking

Lesson 11



1. Joe sat con / tem / plat / ing the problem for a

long time.

2. I slip/ped on the icy stairs.

3. Paula was in / quir / ing about her paycheck when

I walked in.

4. I hap / pened to be in the room when the fight

began.

5. I was mis / tak / en, your shoes are red, not pink.

6. She made a state / ment by coloring her hair

purple.

7. Claudia likes to buy ex / pen / sive shoes.

8. The troops are in / fil / trat / ing enemy lines.

9. The ac / cus / er was scared of a trial.

10. The man on the corner is babbling in / sane / ly to

himself.

Lesson Plans 12-1

Lesson 12

The Cle pattern

Lesson Overview This lesson introduces the Cle syllable type. In addition it provides opportunities to read and spell words with closed and Cle syllables. The lesson includes the following parts:

- Document of the Day - New Pattern Cle - Spelling tip: Words with CVC and Cle - Progress Check - Smooth Reading

Approximate Time: 45 minutes.

Objective To learn the -Cle pattern To learn how to divide syllables in words ending with -Cle To review final e patterns

Materials Six Syllable Patterns Chart Five Transparencies/PowerPoints:

- Activity Book, Lesson 12, Document of the Day - Document of the Day (with underlined the –Cle words) - Activity Book, Lesson 12, Activity A: Syllabification - Activity Book, Lesson 12, Activity B: Spell the words - Activity Book, Lesson 12, Activity D: Smooth Reading

Preparation Display the Six Syllable Patterns Chart. Highlight the –Cle syllable pattern.

Lesson 12

Lesson Plans 12-2

Introduction Estimated Time: 1 Min.

Say, ―Today we will be working on Lesson 12. In this lesson we are going to

learn about the consonant–l–e (Cle) pattern.‖


Sporting News Racing great Lance Armstrong took a tumble during the second leg of the

Boston Bicycle Classic. The fall happened when he hit a puddle that was the result of the daylong drizzle. With his ankle taped, Armstrong continued to struggle. He went on to win the battle and at the final whistle, he was in first place. Display the Document of the Day transparency/PowerPoint.

Ask, ―Would someone like to read the Document of the Day?‖

Explain, ―There are a number of words in this story that follow the consonant-l-

e pattern (Cle pattern). The consonant-l-e pattern comes at the end of the word. For example, in the first line look at the word tumble. It ends in b-l-e. The b-l-e is an example of a consonant-l-e syllable.‖

Say, ―Take a moment and go through the document and underline each of the

words that you find that fit that pattern.‖ Ask, ―Would someone like to share what words they‘ve found?‖ (tumble,

bicycle, puddle, drizzle, ankle, struggle, battle, whistle) Display the transparency/PowerPoint of the Document of the Day with the -Cle

words underlined.


Explain, ―Take a look at the words that you‘ve underlined.‖ Ask, ―What do you notice about where the -Cle appears in each of these

words?‖ (It appears at the end.) Say, ―That‘s right, the -Cle is always at the end of the word.‖

Ask, ―What do you notice about the final letter e?” (It’s silent.)

Say, ―That‘s correct; the final letter is the silent e. When you hear the –Cle

spoken, all you hear is the consonant and the l.‖

Lesson 12

Lesson Plans 12-3

Say, ―Look at the Six Syllable Patterns Chart (on the wall). It lists the syllable

types we have learned so far—CVC, VCe, open syllable, and now -Cle.‖

Say, ―In earlier lessons we discussed how to divide words into syllables to help read long multisyllabic words.‖

Ask, ―Can someone tell me the most common place to make the split?‖

(Between two consonants.) Say, ―That is correct, it usually occurs between two consonants.‖

Say, ―When there is a -Cle syllable, we keep the consonant and the l-e together

in the same syllable. It is very easy to divide the -Cle syllable.‖ Say, ―Now take a look at Activity A in your Activity Book.‖

Explain, ―I want you to divide the words into syllables by placing a slash where

the division occurs.‖ Say, ―Let‘s do the first one together. The word is crumble and the slash would

go between the m and the b. That keeps the b and the l-e together.‖ Say, ―Go through and put a slash between the syllables in each of the words.

Then read the word to yourself.‖ Activity Book, Lesson 12, Activity A Syllabification

1. crum/ble 4. sprin/kle 7. mid/dle 10. rip/ple 2. siz/zle 5. trem/ble 8. scuf/fle 11. pic/kle 3. han/dle 6. bot/tle 9. stum/ble 12. whis/tle

Display the transparency/PowerPoint and have the students check their work. Say, ―Look at the first syllable in each of these words. What kind of syllables

are these?‖ (CVC syllables) Ask, ―How do you know that they are CVC?‖ (They have a single vowel and

end with a consonant.) Ask, ―What kind of vowel sound do they have?‖ (Short vowel)

Call on students to read the words.

Lesson 12

Lesson Plans 12-4

Say, ―Please read the syllables separately and then put them together to form the word. For example: crum ble, crumble.‖

Say, ―Look at the last word, whistle. This word shows one exception with -Cle

words. When a word ends with –s-tl-e, the t is silent. Other words like this are hustle and bustle.‖

Additional Words for Re-teaching: castle, battle, candle, wrestle.

Spelling Tip Estimated Time: 10 min.

Say, ―Now we‘re going to talk about how to spell these words. It‘s a good idea to spell the words one syllable at a time.‖

Say, ―We‘ll look at the words in Activity A. The first word is crumble. You

told me that the first syllable was a CVC syllable with a short vowel—crum. The second syllable was a -Cle syllable beginning with b—ble. If we spell each syllable separately, we get crumble.‖

≈ Write crumble, and then say it, pausing after the first syllable.

Say, ―Now look at the second word—sizzle. The first syllable is siz. It ends

with a z. The -Cle syllable begins with a z—zle. If we spell each syllable separately, we get sizzle. Notice that we have a double-z.‖

Say, ―Turn to Activity B in your books.‖ Say, ―I‘m going to read some -Cle words for you to spell. Say the word in

separate syllables, and then spell the word each syllable separately.‖

Activity Book, Lesson 12, Activity B Spell the Words

1. Giggle Please don‘t giggle and distract the other students. 2. Pimple Ted mistook his pimple for a boil and called the doctor. 3. Gentle Please be gentle with the carton of eggs. 4. Sniffle When I have a cold, I sniffle loudly. 5. Puzzle It‘s great to work on a puzzle on a rainy day. 6. Handle The door handle is broken.


Lesson 12

Lesson Plans 12-5

Additional Words for Re-teaching: bundle, saddle, paddle, kindle, fuddle, castle.

Progress Check Estimated Time: 5 min. Say, ―Now look at the Progress Check. Divide each of these words into

syllables. An example is done for you.‖


Teacher Models the Syllable Strategy Say, ―Next we are going to practice reading. If you come across a long word

that you don‘t know, a good strategy is to divide it into syllables. Today we added a new syllable type to use with our strategy.

▲ Point to the Six Syllable Patterns Chart as you read and explain the strategy.

Say, ―Let‘s go through the strategy. What is the first step in the strategy?

(Check the context.) What does that mean? (Read the rest of the sentence and see if you can figure out what word would make sense from the context.) What is the next step?‖ (Look for Chunks. Is there a prefix or a suffix?)

Activity Book, Lesson 12, Activity C Progress Check

Example: twinkle twin / kle

1. muzzle muz / zle 2. bottle bot / tle 3. candle can / dle 4. trickle tric / kle 5. dimples dim / ples 6. thistle this / tle 7. flapping flap / ping 8. hopeless hope / less 9. contract con / tract 10. unwilling un / will / ing

Lesson 12

Lesson Plans 12-6

Ask, ―What is the next step? (Divide the word and say the syllables.) How do we do that? (Underline each vowel; if there are 2 consonants between the vowels, divide between them unless they are a blend or a digraph.) For -Cle syllables, we never divide the -Cle. The consonant – l is like a blend.‖

Say, ―Finally, after you figure out the word, you always read the sentence

again to check if it makes sense in context. I‘ll show you how I would do this.‖

Display the transparency/PowerPoint for this reading passage. Activity Book, Lesson 12, Activity D Smooth Reading

It was a very hot day in the jungle. A light drizzle fell as James drank from his bottle of apple juice. The rain water tickled his neck and he struggled to stay dry. Finally he found a shed next to a cattle field and rested there until the rain stopped.

Say, ―It was a very hot day in the…If I didn‘t know that word, I would first

check the context. It was a very hot day in the blank. It must be someplace hot. Next, I ‗Look for Chunks.‘ I don‘t see any small words or any prefixes or suffixes.‖

Say, ―Next, I ‗Divide the Word‘ and Say the Syllables. I see a consonant-l-e

syllable at the end of the word. With the consonant-l-e syllable, it‘s pretty easy once you learn to recognize them. I see the g–l–e, so I know to divide that syllable off.‖

▲ Draw a slash between the syllables in jungle (jun / gle).

Say, ―The first syllable is a CVC syllable. So the word is jun - gle, jungle.‖

Students Apply the Strategy to the Passage Say, ―Please turn to Activity C, in your books. Read the passage silently to

yourself. The multisyllabic words are in bold italics. Use the strategy to figure out the words in bold italics. Underline the vowels and use slashes to divide words into syllables. Look for the -Cle syllables. Be sure the sentences make sense. Raise your hand if you need help.‖




Teacher Models Smooth Reading Say, ―Now I will read the passage to model smooth reading.‖

Lesson 12

Lesson Plans 12-7

Read the passage to the class with appropriate expression. Students Practice Smooth Reading [NOTE: Students work in pairs. They each read the passage to their partner. The partner gives corrective feedback. After one reads, the other reads. If time permits, they can each read it 2 or more times.]

Lesson 12


Document of the Day

Sporting News

Racing great Lance Armstrong took a tumble during

the second leg of the Boston Bicycle Classic. The fall

happened when he hit a puddle that was the result of the

daylong drizzle. With his ankle taped, Armstrong

continued to struggle. He went on to win the battle and at

the final whistle, he was in first place.

Lesson 12


Document of the Day (with underlined the –Cle words)

Sporting News

Racing great Lance Armstrong took a tumble during

the second leg of the Boston Bicycle Classic. The fall

happened when he hit a puddle that was the result of the

daylong drizzle. With his ankle taped, Armstrong

continued to struggle. He went on to win the battle and at

the final whistle, he was in first place.

Lesson 12



1. crum / ble

2. siz / zle

3. han / dle

4. sprin / kle

5. trem / ble

6. bot / tle

7. mid / dle

8. scuf / fle

9. stum / ble

10. rip / ple

11. pic / kle

12. whis / tle

Lesson 12


Activity Book, Lesson 12, Activity B Spell the Words

1. Giggle

2. Pimple

3. Gentle

4. Sniffle

5. Puzzle

6. Handle

Lesson 12



It was a very hot day in the jungle. A light

drizzle fell as James drank from his bottle of

apple juice. The rain water tickled his neck and

he struggled to stay dry. Finally he found a shed

next to a cattle field and rested there until the

rain stopped.

Lesson Plans 13-1

Lesson 13

Open Syllables

Lesson Overview The lesson reviews the previously taught patterns and introduces the open syllable. The lesson includes the following parts:

- Review of syllable types: CVC, VCe and Cle - Document of the Day - New Pattern: Open Syllable - Extending the Pattern - Progress Check - Smooth Reading

Approximate Time: 45 min.

Objective To learn about syllable division with one consonant between two vowels To recognize that an open syllable often has a long vowel sound To review syllable division of CVC, VCe and -Cle syllables

Materials Strategy for Reading Multisyllabic Words Chart Six Syllable Patterns Chart Six Transparencies/PowerPoints:

- Activity Book, Lesson 13, Document of the Day - Document of the Day (underlined) - Activity Book, Lesson 13, Activity A: Syllabification - New Pattern: Open Syllable - Activity Book, Lesson 13, Activity B: Syllabification - Activity Book, Lesson 13, Activity D: Smooth Reading

Preparation

Display the Strategy for Reading Multisyllabic Words Chart. Highlight the following:

If a vowel is followed by 1 consonant, try dividing before the consonant. If that doesn‟t work, try after the consonant.

ra / dar lim / it Display the Six Syllable Patterns Chart. Highlight the open syllable.

Lesson 13

Lesson Plans 13-2


Say, “Today we working on Lesson 13. In this lesson, we will learn how to divide syllables when there is only one consonant between vowels.”

Say, “We will review the syllable patterns we have already learned and then

learn how to pronounce the vowel in our new syllable pattern, the open syllable.”


Say, “Let‟s take a look at the syllable patterns that we have learned so far.”

Say, “The first pattern we discussed is CVC.”

≈ Write bad, bed, bid, bod, and bud on the board.

Say, “Let‟s take a look at the keywords we learned in our earlier lesson.” Ask, “Could someone please read the keywords now?”

Ask, “What can you tell me about the vowel in all of these words?” (The vowel

is short.)

Say, “That‟s correct; the vowel in a CVC word is short.”

Say, “Remember that consonants often appear in clusters. It doesn‟t matter if one, two, or three consonants follow the vowel. The vowel remains short.”

Ask, “Another syllable pattern that we learned is VCe. What happens when we

add a silent e to the keywords?” (The vowels become long.) Add an e to the keywords making bade, bede, bide, bode, and bude.

Ask, “Could someone please read the keywords now? Some of these are not

real words.” Say, “Great, the other pattern we‟ve discussed so far is -Cle.”

Ask, “Can someone tell me about this syllable pattern? Where does it occur?

How do you pronounce it?” (It always appears at the end of the word. It has the sound of the consonant that comes just before the l.)

Lesson 13

Lesson Plans 13-3



Travel and Enjoy the Life on the Farm!

Visit local farms and discover the secrets behind prize-winning tulips and the perfectly ripe tomato. Spend the night in a cozy cabin. Space is limited so sign up now. Contact the Idaho Farm Program in Sun Valley.

Say, “Let‟s take a look at the Document of the Day together.”

Ask, “Would someone like to read it to the class?” Say, “So far, in our syllable strategy, we have learned to look for chunks we

know, like prefixes and suffixes, and to divide root words. What did we learn about dividing root words?” (Divide between 2 consonants. If there are more than 2 consonants, try dividing after the first one.)

Explain, “Sometimes there is only one consonant between 2 vowels. Today we

are going to look at dividing words when there is only one consonant between the vowels.”

Say, “Please go through the Document of the Day and underline any

multisyllabic words that have only 1 consonant between the vowels. Remember not to mark the final-e in VCe words.”

Say, “Let‟s do the first one together. What is the first word in the title of the

Document of the Day? (Travel) What are the vowels? (a and e) How many consonants are between the vowels? (just 1, the v) So underline that word. Go ahead and see how many more you can find.”


Visit local farms and discover the secrets behind prize-winning tulips and the perfectly ripe tomato. Spend the night in a cozy cabin. Space is limited so sign up now. Contact the Idaho Farm Program in Sun Valley.

Display the transparency/PowerPoint of the Document of the Day with the correct words underlined. Have the students check their work. (Travel, visit, local, discover, behind, tulips, tomato, cozy, cabin, limited, Idaho)

Lesson 13

Lesson Plans 13-4

Ask, “Did anyone have any other words circled that are not on the list?” (If they have circled life, ripe, and/or prize remind them these words follow the VCe syllable pattern.)

≈ Write visit on the board.

Say, “Listen to the sound of the vowel in the first syllable of visit. Is it a long

vowel or a short vowel?” (Short)

≈ Write local on the board.

Say, “Listen to the sound of the vowel in the first syllable of local. Is it a long

vowel or a short vowel?” (Long) Say, “When there is only one consonant between the vowels, sometimes the

vowel is long and sometimes it is short. To make sense of these words, we have to learn about a new syllable pattern—the open syllable.


Explain, “The new syllable pattern we are learning today is called an open syllable. An open syllable has one vowel at the end of the syllable. It usually has a long vowel sound.” [NOTE: Point out the open syllable on the Six Syllable Patterns Chart.]

Say, “Let‟s look at some words that are open syllables.”

Display transparency/PowerPoint with no, go, me, try, and fly on it.

Ask, “What kind of vowel sound do these words have?” (Long) Say, “An open syllable has one vowel at the end of a syllable. The vowel is

usually long.” Ask, “What other syllable pattern has a long vowel sound?” (The VCe pattern.)

Say, “Now let‟s look again at the words from the Document of the Day.”

≈ Write local on the board again and underline the vowels.

Say, “Look at our syllable strategy. It says, „If a vowel is followed by 1

consonant, try dividing before the consonant. If that doesn‟t work, try dividing after the consonant.‟ So, let‟s divide local before the consonant.”

▲ Draw a slash between the syllables in local (lo / cal).

Lesson 13

Lesson Plans 13-5

Say, “Now, the first syllable is an open syllable. It has one vowel at the end of

the syllable, and it is a long vowel. How would you pronounce the first syllable?” (Lo, with a long o).

Say, “So, the word is local.”

≈ Write tulip on the board and underline the vowels.

Ask, “Where should I divide this word into syllables?” (Before the consonant.)

[NOTE: If they cannot answer, direct them to look at the strategy.)

▲ Draw a slash between the syllables in tulip (tu / lip).

Ask, “What kind of syllable is the first syllable? (Open) What kind of vowel

does it have?” (Long) Say, “So the word is tulip.”

≈ Write tomato on the board and underline the vowels.

Ask, “Where should I divide this word?” (to / ma / to)

▲ Draw slashes between the syllables in tomato.

Ask, “What kind of syllables are these? (Open) What kind of vowels are they?”

(Long) Say, “So the word is to ma to, tomato.” [NOTE: If your students pronounce this

word to-mah-to, you will have to adjust the discussion of the middle syllable.] Say, “Now I want to connect this new pattern to something we learned

before.”

≈ Write hoping on the board.

Ask, “What is this word? (Hoping) What is the root word? (Hope) How did we

get from hope to hoping?” (We dropped the e before adding –ing.) Say, “If we divide this word before the consonant, we get an open syllable—ho

with a long o. Ho ping.”

▲ Draw a slash between the syllables in hoping.

≈ Write hopping on the board and put a slash between the syllables (hop / ping).

Lesson 13

Lesson Plans 13-6

Say, “This word follows our strategy about dividing words between the

consonants. The first syllable is a CVC syllable—hop, so we have hopping.” Say, “So you see that our new pattern about dividing before the consonant to

get an open syllable works with our earlier pattern of dropping the e in VCe words.”

Say, “Now turn your attention to Activity A.” Say, “Read the words to yourself. Underline the vowels, and then place a slash

before the consonant. Last, put a line over any vowels that have a long vowel sound.”

≈ Write locate on the board.

Say, “Let‟s do the first one together. The word is locate. Underline the

vowels o and e. Place the slash before the consonant c. The first syllable is l-o, lo. It is an open syllable with a long vowel sound. So mark it with a line over the vowel. The second syllable is c-a-t-e, cate. It is a VCe syllable with a long vowel sound. Mark that vowel, too. So the word is lo-cate, locate.”

Say, “Now complete the exercise on your own.” Activity Book, Lesson 13, Activity A Syllabification

1. lō / cāte 6. ū / nit

2. vā / cāte 7. hō / bō

3. hū / man 8. rō / dent

4. rī / ding 9. fī / nal

5. trī / pod 10. pō / tā / tō


Say, “Let‟s take a look at these words. Notice that in number 6, the open

syllable is just a single letter. In number 10, there are 3 open syllables.” Additional Words for Re-Teaching: silent, vacant, brutal, focus, digraph,

total, apron, April, vocalize, naval.

Lesson 13

Lesson Plans 13-7

Extending the Pattern Estimated Time: 5 min.

Explain, “Often, when there is only 1 consonant between the vowels, we divide before the consonant to make an open syllable with a long vowel. But sometimes, we have to divide after the consonant.”

≈ Write cabin on the board and underline the vowels.

Say, “Let‟s try our strategy with this word. First, I try to divide the word

before the consonant.”

▲ Draw a slash before the b in cabin (ca / bin).

Ask, “What kind of syllable is the first syllable? (Open) How would you

pronounce it?” (/cā/) Say, “Then the word would be cā-bin, but that‟s not a word. So I‟ll try dividing

it after the consonant.”

≈ Erase ca / bin and write cab / in.

Say, “Now what type of syllable is the first syllable? (CVC) And how would

you pronounce it?” (cab) Say, “So the word is cabin.” Say, “Now turn your attention to Activity B.”

Say, “Apply the syllable strategy to these words. First, try dividing before the

consonant and pronouncing the word with a long vowel. If that doesn‟t work, then try dividing after the consonant which will give you a short vowel.”

Say, “Let‟s do the first one together. The word is solid. First, I underline the vowels. If I divide before the consonant, the first syllable would be so which is an open syllable with a long vowel. Then the word would be so-lid. But that isn‟t a word. If I divide after the consonant, the first syllable would be sol, a CVC syllable, and the word would be sol-id. That must be right because solid is a word.”

Say, “Now complete the exercise on your own by dividing the words into

syllables. Follow the strategy. First, try dividing before the consonant and pronouncing the word with a long vowel. If that doesn‟t work, try dividing after the consonant. ”

Lesson 13

Lesson Plans 13-8


1. sol/id 7. grav/el 2. lim/it 8. na/vy 3. pro/tect 9. pan/el 4. co/zy 10. com/et 5. sev/en 11. kil/o/gram 6. le/gal 12. pan/to/mine


Note the last 2 words are more difficult and have 3 syllables. Give corrective feedback by taking students through the strategy just as you did earlier in the lesson.

Explain, “So, if there is one consonant between two vowels, it is possible to

divide before or after the consonant. First, try dividing before the consonant. If that does not work, try dividing after the consonant. There is no sure way to know except to say the word to see which way works. This is another case where it is important to be flexible.”


Say, “Now turn to the Progress Check for Lesson 13. Divide each of these words into syllables by putting a slash in the right place. An example is done for you.”


Example: crazy cra / zy

1. spoken spo / ken 2. wagon wag / on 3. minus mi / nus 4. vacant va / cant 5. denim den / im 6. product prod / uct 7. unite u / nite 8. unwise un / wise 9. cactus cac / tus 10. disconnected dis / con / nect / ed OR dis / con / nec / ted

Lesson 13

Lesson Plans 13-9

Smooth Reading Estimated Time: 15 min. Teacher Models the Syllable Strategy Say, “Next we are going to practice reading. If you come across a long word

that you don‟t know, a good strategy is to divide it into syllables. Today we learned about a new syllable type, the open syllable, to use with our strategy.

▲ Point to the Strategy for Reading Multisyllabic Words Chart as you read and

explain the strategy. Say, “The rules we have learned so far are highlighted. The first step is to

„Check the Context‟. Then, you „Look for Chunks you Know‟—small words in the word and prefixes and suffixes. Then you „Divide the Root or Word‟. You underline the vowels and see how many consonants are between the vowels. The new rule we learned today is about what to do if there is only one consonant between the vowels. The strategy says to try dividing before the consonant. That gives you an open syllable with a long vowel. If you try that and it doesn‟t sound like a word, then you try dividing after the consonant. I‟ll model it for you.”

Say, “Please look at Activity D in your books.”



Yesterday I rode in an ambulance with my father. The driver turned the volume of the siren up as high as it would go! My father had a high fever because of a virus. I was in a panic by the time we got to the hospital, but my father was all right.

Teacher’s reference for the target words: First syllable is:

open CVC both si/ren vol/ume am/bu/lance fe/ver pan/ic vi/rus dri/ver

Say, “Yesterday I rode in an…Well, I don‟t know that word. First, I‟ll „Check

the Context.‟ Yesterday I rode in a blank with my father. It must be

Lesson 13

Lesson Plans 13-10

something I could ride in like a car. Next, I‟ll „Look for Chunks.‟ I don‟t see any compound words or any prefixes or suffixes.”

Say, “So, I‟ll divide the word into syllables and say the syllables. I‟ll underline

the vowels but I won‟t mark the e because it is a final e.”

≈ Underline the vowels in ambulance (except for the final e). Then point to the

beginning of the word. Say, “There are 2 consonants here so I‟ll divide between the m and b.

▲ Draw a slash between the m and the b (am / bulance). Then point to the

middle of the word. Say, “There is just 1 consonant here, so I‟ll try to divide before the consonant

first…am / bu / lance. I‟ll try saying the syllables this way to see if it sounds like a word. The first syllable is a CVC syllable—am. The second syllable is an open syllable, which would have a long vowel—bu. Am – bu – lance. Ambulance. [NOTE: Add the correct stress when you put the word together.]

Say, “That‟s a word. And it makes sense when I „Check the Context.‟

„Yesterday I rode in an ambulance with my father.’” Students Apply the Strategy to the Passage Say, “Now read the passage silently to yourself. The multisyllabic words are in

bold italics. Use the strategy to figure out the words in bold italics. Underline the vowels and use slashes to divide words into syllables. Look for the consonant-l-e syllables. Be sure the sentences make sense. Raise your hand if you need help.”





Read the passage to the class with appropriate expression.



Lesson 13


Document of the Day


Visit local farms and discover the secrets behind

prize-winning tulips and the perfectly ripe tomato.

Spend the night in a cozy cabin. Space is limited so

sign up now. Contact the Idaho Farm Program in

Sun Valley.

Lesson 13


Document of the Day (underlined)


Visit local farms and discover the secrets behind

prize-winning tulips and the perfectly ripe tomato.

Spend the night in a cozy cabin. Space is limited so

sign up now. Contact the Idaho Farm Program in

Sun Valley.

Lesson 13


New Pattern: Open Syllable

no, go, me, try, fly

Lesson 13



1. lō / cāte 6. ū / nit

2. vā / cāte 7. hō / bō

3. hū / man 8. rō / dent

4. rī / ding 9. fī / nal

5. trī / pod 10. pō / tā / tō

Lesson 13



1. sol/id 7. grav/el

2. lim/it 8. na/vy

3. pro/tect 9. pan/el

4. co/zy 10. com/et

5. sev/en 11. kil/o/gram

6. le/gal 12. pan/to/mine

Lesson 13



Yesterday I rode in an ambulance with my

father. The driver turned the volume of

the siren up as high as it would go! My father

had a high fever because of a virus. I was

in a panic by the time we got to the hospital,

but my father was all right.

Lesson Plans 14-1

Lesson 14

Stress and Schwa

Lesson Overview The lesson reviews the previously taught patterns (CVC, VCe, Cle, open syllable). In addition, it provides instruction on the schwa sound and unstressed syllables. The lesson includes the following parts:

- Review of syllable types: CVC, VCe, Cle and Open - Document of the Day - New Pattern: Stress - More Practice - Extending the Concept: Schwa - Progress Check - Smooth Reading


Objective To learn about unstressed syllables and the schwa sound To review syllable division of CVC, VCe, Cle, and open syllables

Materials Six Syllable Patterns Chart Strategy for Reading Multisyllabic Words Chart Five Transparencies/PowerPoints:

- Activity Book, Lesson 14, Document of the Day - Sentences - Activity Book, Lesson 14, Activity A: Shifts in stress - Activity Book, Lesson 14, Activity B: Mark the stress - Activity Book, Lesson 14, Activity D: Smooth Reading

Preparation Display the Strategy for Reading Multisyllabic Words Chart. Mark the following new section:

Be Flexible. - Try putting the stress on different syllables. - Remember the schwa sound.

Display the Six Syllable Patterns of the English Language Chart.

Lesson 14

Lesson Plans 14-2


Say, “Today we working on Lesson 14. In this lesson we will learn about the

schwa sound, which is the sound that a vowel can have when it is in an unstressed syllable.”

Say, “We will also review the syllable patterns we have already learned, and

practice the steps for dividing multisyllabic words into syllables.”


Say, “Let‟s review the syllable patterns that we have learned so far. Look at the Six Syllable Patterns Chart.

≈ Write bed, bad, bid, bod, and bud on the board.

Ask, “Could someone tell me what syllable pattern these words follow?” (CVC)

Ask, “What can you tell me about the vowel in all of these words?” (The vowel

is short.)

Say, “That‟s correct; the vowel in a CVC word is short.” On the board, add an e to the keywords making bade, bede, bide, bode, and

bude.

Ask, “Another syllable pattern that we learned is VCe. What happens when we add a silent e to the keywords?” (The vowels become long.)

≈ Write bicycle, thimble, whistle, and jungle on the board.

Say, “The third pattern we‟ve discussed so far is the consonant-l-e pattern.”

Ask, “Can someone tell me what the rules are for this pattern?” (It always

appears at the end of the word. It has the sound of the consonant that comes just before the l.)

≈ Write co / zy, tu / lip, ho / bo, and u / nit on the board. Include the slashes

for syllables division. Explain, “The syllable pattern that we worked on in our last lesson is called an

open syllable.” Ask, “Can someone tell me what the rules are for this pattern?” (An open

syllable always ends in a vowel. It usually has a long vowel.)

Lesson 14

Lesson Plans 14-3



Recording Artist Celebrates 80th Birthday

Martin Johnson, who has been playing the blues guitar for 70 years, celebrated his 80th birthday on Friday. He is best known for his record, Alabama Blues, which he recorded in 1954. The Blues Society presented him with an award for lifetime achievement. In accepting the award, Johnson said it was the best birthday present he had ever received.

Say, “Let‟s take a look at the Document of the Day together.”

Ask, “Would someone like to read it to the class?”

≈ Write record on the board.

Say, “Can someone read this word to me?” (They will read it with stress on

first or second syllable.) Ask, “Is there another way to pronounce this word?” (If someone gets the idea

and says it with the stress the other way, then go on to explain the idea as in the next bullet. If not, then lead them to the discovery with examples as follows.)

Ask, “If you were a fan of Martin Johnson, you might go to the store to buy one

of his old ________? (RECords.) If you were going to make a record or tape, you would go to the studio to _________ it.” (reCORD)

Explain, “There are two different ways to say record—RECord and reCORD.

[NOTE: Stress the capitalized syllable.] The difference is in which syllable is stressed, which means it is louder or longer.” [NOTE: Repeat the words exaggerating the stress.]

≈ Write present on the board.

Ask, “Can someone tell me the two ways to say this word?” (PRESent and

preSENT.)

Say, “What do these two different pronunciations mean?” (One means a gift and the other is the act of giving something like an award.)

Say, “That‟s right. The Blues Society preSENTed him with an award. He said it

was the best PRESent ever.”

Lesson 14

Lesson Plans 14-4

New Pattern—Stress Estimated Time: 15 min.

Say, “In words with more than one syllable, one syllable is usually more

emphasized or stressed than the others. To decode these words, it is helpful to recognize which syllable is most stressed. If you don‟t put the stress on the right syllable, the word won‟t sound right.”

Say, “There are a number of two-syllable words in English that are spelled the

same, but shifting the stress from the first to the second syllable changes the meaning of the word. We just talked about 2 of them from the Document of the Day.”

Explain, “If the stress is on the first syllable, it is a noun. If it is on the second syllable it is a verb. Does everyone know the difference between a noun and a verb?” (A noun is an object, place or thing; a verb is the action word in the sentence.)

Say, “Look at the words and sentences in Activity A.”

Say, “Read the sentences to yourself. You‟ll notice that the same word

appears twice in each sentence, once as a noun and once as a verb.” Say, “Go through and underline the syllable that is stressed. Remember if the

first syllable is stressed, the word is a noun.”

Say, “Let‟s do the first one together. The word is object. The sentence is: I object to that ugly object being in the room.”

Say, “In the first use of object, the syllable that is stressed is ject. It is a verb meaning to protest or complain. In the second use, it is acting as the noun and ob is stressed. There it means a thing.”

Say, “The main idea is that some words have different meanings depending on

which syllable is stressed.” Say, “Do the rest yourself. Underline the syllable that is stressed. You can say

the word to yourself to see which way sounds right.”

Lesson 14

Lesson Plans 14-5

Activity Book, Lesson 14, Activity A Shifts in Stress

1. object I object to that ugly object being in the room. 2. conduct Your conduct will not be questioned if you conduct yourself properly. 3. record I would like to record my voice on a record. 4. produce The farm will produce food and we will sell the produce at the

market. 5. desert Don‟t desert me when we go into the desert. 6. present I hope they will present me with a present for my birthday.

Display the transparency/PowerPoint and have students check their work. Say, “Would someone like to read sentence number two to the class?” Say, “As you are reading the sentence, really emphasize the stressed syllables

in the targeted words.” [NOTE: Have the students read the remainder of the sentences, asking them which syllable is stressed in the targeted words. Practice saying the words with students, helping them hear the stressed syllables.]

Additional Words for Re-Teaching: conTEST-CONtest, INsult-inSULT, REbel-

rebel, PERmit-perMIT.

More Practice Estimated Time: 5 min.

Say, “Stress is not an easy concept to learn but with repeated practice and

some handy tips you will get better at recognizing which syllable has the stress. Here is another way to think about it.”

Say, “When we stress something, we give it more emphasis and force. For example, I might stress that attendance in class is very important. To stress this point, I might say it more loudly or more slowly.” [NOTE: Say the sentence loudly and/or slowly to show how you might stress it.]

Say, “Sometimes we stress a word in a sentence for emphasis.”

Display the transparency/PowerPoint of the following sentences:

1. I want to go home now. 2. I want to go home now. 3. I want to go home now.

Ask, “Can someone read sentence one, stressing the italicized word?” (Repeat

for sentences two and three.)

Lesson 14

Lesson Plans 14-6

Say, “Notice that the meaning changes a little bit, depending on the emphasis.”

Say, “You can try this out with names. I‟m going to say a very common name

but with the stress on the wrong syllable—JenNIFer. What name did I say?” (JENnifer) (Try this with other names. Have the students try saying their own names and each others‟ names with the stress in the wrong place.)

Extending the Concept—Schwa Estimated Time: 15 min.

Explain, “The idea of stress can be difficult to master, but it is important for

decoding and spelling. When you are reading long words, you may need to try putting the stress on different syllables to get the right word. In many words, stress can change the vowel sound.”

Explain, “When a vowel is in a syllable that is not stressed, it is often reduced

to a neutral sound that we call schwa.” Say, “Listen closely to the following words as I say them.”

human private person

Say, “I will say these words again, but this time I want you to say them aloud after me.”

Ask, “Which syllable in these words has the stress?” (The first.)

Say, “Listen to the vowel sound in the second syllable in human. The second

syllable that doesn‟t have the stress is pronounced /ə/.” [NOTE: Repeat with the words private and person.]

Explain, “The schwa makes the sound /ə/.”

Say, “Now turn to Activity B.”

Say, “The words are divided into syllables for you. Put a mark next to the

syllable that is stressed. Then underline the vowel in each word that has the schwa sound.”

≈ Write a / bout and in / stru / ment on the board.

Say, “Let‟s do the first two together. The first word is about. It has 2

syllables: a – BOUT. [Exaggerate the stress]. The second syllable has the stress. I‟ll put a mark next to b-o-u-t like this. [Draw a mark: a / bout΄] The

Lesson 14

Lesson Plans 14-7

first syllable has the vowel a, but it does not have either the long or short a sound. It has a schwa sound, so I will underline it.”

Say, “The next word is instrument; it has three syllables. The last syllable is a suffix. IN – stru - ment. [Exaggerate the stress on in]. The second syllable ends with a vowel, but it does not have either the long or short u sound. It has the sound of the schwa, so I underline it.”

Say, “Now go through and complete the exercise on your own. The words are

divided into syllables for you. Mark the syllable that is stressed. Then underline the vowel letter in each word that has the schwa sound.”

Activity Book, Lesson 14, Activity B Mark the Stress

1. a / bout΄ 6. al΄/ pha / bet 2. in΄/ stru / ment 7. cus΄/ tom /er 3. a / way΄ 8. ac΄/ ro / bat 4. pol / lute΄ 9. a / part΄/ ment 5. en΄/ e / my 10. rel΄/ a / tive

Display the transparency/PowerPoint and ask students to check their work.

Say, “Now I am going to pronounce each word. After each word, I am going to

pronounce the syllable with the schwa, followed by the sound of the schwa.” Explain, “The schwa is tricky in English because any vowel can make the sound.

Therefore, it is hard to know how to spell the sound. Sometimes there are clues, and we will learn about them later. Sometimes you just have to look it up. Once you can recognize the word, it will be easier to make sure you are spelling it correctly.”

Additional Words for Re-teaching: above, stomach, antelope, octopus, oven, colony, absolute, negative, legacy.

Lesson 14

Lesson Plans 14-8


Say, “Please turn to Activity C. First, divide the words into syllables. Then

mark the syllable that has the stress. Last, underline the vowel that has the schwa sound. There is an example done for you.”


Teacher Models the Syllable Strategy Say, “Now turn to Activity D. We are going to practice reading and using our

Strategy for Reading Multisyllabic Words. If you come across a long word that you don‟t know, a good strategy is to divide it into syllables. Today we added a new rule to our strategy.”

Point to the Strategy for Reading Multisyllabic Words Chart as you read and explain the strategy.

Say, “The first step is to „Check the Context.‟ What does that mean?” (Read

the rest of the sentence and see if you can figure out what word would make sense from the context.)

Say, “Then, you „Look for Chunks.’ What kinds of chunks can we look for?”

(Small words in a compound word and prefixes and suffixes.) Say, “Then you „Divide the Word and Say the Syllables.‟ You underline the

vowels and see how many consonants are between the vowels.”


Progress Check

Example: seldom sel΄ / dom

1. banana ba / nan΄ / a

2. Canada Can΄ / a / da

3. around a / round΄

4. vista vis΄ / ta

5. spectacle spec΄ / ta / cle

6. computer com / pu΄ / ter

Lesson 14

Lesson Plans 14-9

Say, “The new rule we learned today is to „Be Flexible.‟ What are the two parts of the step „Be Flexible‟?” (Try putting the stress on different syllables and remember the schwa.)

Say, “Right. You have to try different ways to pronounce the word until you

find one that makes sense. So at the end, it is important to „Check the Context‟ to make sure it makes sense. I‟ll model it for you.”



We went on a splendid rafting trip on the Delaware River last month. However, in retrospect, the river in Alabama was better. We took some amazing wildlife photography. Our next vacation will be to visit the sacred temples of China, Japan, and Tibet.

Teachers’ Guide to Target Words:

Words with Schwa Words without schwa Del/a/ware splen/did Al/a/bam/a ret/ro/spect a/ma/zing or a/maz/ing sa/cred pho/tog/ra/phy or pho/to/graph/y va/ca/tion Chi/na Ja/pan

Say, “I see some multisyllabic words in this first sentence. I‟ll try to „Check

the Context‟ first. We went on a blank rafting trip on the blank River last month. That first blank must be a kind of raft trip. The second blank must be the name of the river because it starts with a capital letter. I‟ll try the first word. I don‟t see any prefixes or suffixes. Next, I‟ll divide the word into syllables. I‟ll underline the vowels. There are 2 consonants here so I‟ll divide between them.”

Draw a slash between the n and the d (splen / did).

Say, “Those look like CVC syllables. Splen - did. Splen-did. SPLENdid.”

[NOTE: Repeat, exaggerating the stress.] Say, “When I put the stress on the first syllable, it makes a word. Does it make

sense? A splendid rafting trip. Yes, that makes sense because splendid means wonderful or terrific.”

Lesson 14

Lesson Plans 14-10

Say, “Now I‟ll try the second word, the name of the river. I‟ll underline the vowels, except for that final e. [Underline the vowels.] There is 1 consonant between e and a so I‟ll try to divide before the consonant. Same for the next division. [De / la / ware]. That would be De – la – ware. [Pronounce all 3 vowels as long vowels.] That doesn‟t sound like any place I know. Now I have to „Be Flexible.‟ Let‟s divide after the l. Del – a – ware. [Pronounce the a as a long vowel and stress all syllables the same.] That still doesn‟t sound right. Let‟s try putting the stress on the first syllable—DELaware. OK, that is a state I know. It must be the Delaware River.”

Explain, “It‟s important to be flexible and try pronouncing words with the

stress in different places. In this word, the second syllable is a schwa sound which didn‟t sound right until I put the stress on the first syllable.”

Students Apply the Strategy to the Passage Say, “Now I would like you to read the passage silently to yourself. The

multisyllabic words are in bold italics. Use the strategy to figure out those words. Underline the vowels and divide the words into syllables. Be sure the sentences make sense. Raise your hand if you need help.”

Students Read Words and Discuss When the students are mostly done, ask individual students to read a sentence

and then explain how they divided the target word(s). As they explain what they did, write the target word with slashes between the syllables on the board so all the students can check their answers.





Lesson 14


Document of the Day

Recording Artist Celebrates 80th Birthday

Martin Johnson, who has been playing the blues

guitar for 70 years, celebrated his 80th birthday on

Friday. He is best known for his record, Alabama

Blues, which he recorded in 1954. The Blues

Society presented him with an award for lifetime

achievement. In accepting the award, Johnson said

it was the best birthday present he had ever

received.

Lesson 14


Activity Book, Lesson 14, Activity A Shifts in Stress

1. object I object to that ugly object being in

the room.

2. conduct Your conduct will not be

questioned if you conduct yourself

properly.

3. record I would like to record my voice on

a record.

4. produce The farm will produce food and we

will sell the produce at the market.

5. desert Don’t desert me when we go into

the desert.

6. present I hope they will present me with a

present for my birthday.

Lesson 14


Sentences

1. I want to go home now.



Lesson 14


Activity Book, Lesson 14, Activity B Mark the Stress

1. a / bout΄ 6. al΄/ pha / bet

2. in΄/ stru / ment 7. cus΄/ tom /er

3. a / way΄ 8. ac΄/ ro / bat

4. pol / lute΄ 9. a / part΄/ ment

5. en΄/ e / my 10. rel΄/ a / tive

Lesson 14



We went on a splendid rafting trip on the

Delaware River last month. However, in

retrospect, the river in Alabama was

better. We took some amazing wildlife

photography. Our next vacation will be

to visit the sacred temples of China,

Japan, and Tibet.

Lesson Plans 15-1

Lesson 15

Review

Lesson Overview The lesson reviews the previously taught syllable patterns (CVC, VCe, Cle and open syllable). In addition, it reviews stress and schwa in unaccented syllables. The lesson includes the following parts:

- Review of four syllable patterns - Syllabification review - Stress review - Schwa Sound review - Smooth reading


Objective To review the 4 syllable patterns learned so far: CVC, VCe, -Cle, Open To review stress and the schwa sound To review the division of words into syllables

Materials Strategy for Reading Multisyllabic Words Chart Five Transparencies/PowerPoints:

- Activity Book, Lesson 15, Activity A: Syllable Patterns - Activity Book, Lesson 15, Activity B: Syllabification - Activity Book, Lesson 15, Activity B: Syllabification (with

stress marks) - Activity Book, Lesson 15, Activity C: Find the Schwa - Activity Book, Lesson 15, Activity E: Smooth Reading

Preparation

Lesson 15

Lesson Plans 15-2


Say, ―Today we are working on Lesson 15. We will review the 4 syllable patterns we have learned so far: the CVC syllable, the VCe syllable, the consonant-l-e syllable, and the open syllable.‖

Say, ―We will also review what we learned about placing stress on some syllables

and what can happen to vowels in syllables that are not stressed. We will put this all together by practicing the Strategy for Reading Multisyllabic Words.‖

Review of 4 Syllable Patterns Estimated Time: 10 min.

[NOTE: In this review, you will write syllables of words on the board and ask the students to identify the syllable patterns, read the syllables, and read the words.]

Say, ―First we will review the 4 syllable patterns.‖

≈ Write plod, scrap, pos, and flat in a vertical list on the board.

Ask, ―What kind of syllables are these? (CVC) How do we know that they are

CVC? (They have 1 vowel and end in a consonant.) What kind of vowel sound do they have?‖ (short)

Ask, ―Can someone read the syllables?‖

Add an e to each of the syllables: plode, scrape, pose, and flate.

Ask, ―What happens when I add an e to these syllables? (The vowel becomes

long.) What kind of syllables are these? (VCe, the vowel is long.) Can someone read these aloud?‖

≈ Write cra, bru, cli, and va on the board.

Ask, ―What kind of syllables are these? (Open syllables.) How do you know?

(They have just one vowel and end in a vowel.) What kind of vowel sound do they have? (long) Can someone read these?‖

[NOTE: 2-letter words ending with a don‘t usually have a long vowel, e.g., pa, ma. If students pronounce va to rhyme with ma, explain that as a syllable in a larger word, open syllables usually have a long vowel sound.]

Ask, ―Can you think of words that start with these syllables?‖ (crater, brutal,

climate, vacant, or others.)

≈ Write cle, ble, ple, and fle on the board.

Lesson 15

Lesson Plans 15-3

Ask, ―What kind of syllables are these? (-Cle) Where do these syllables come in a word? (At the end) Can someone read them for us?‖

Say, ―Look at Activity A. In this activity, words are divided into syllables for you.

Below each syllable, write what syllable pattern it is—CVC, VCe, -Cle, or open. Then pronounce the syllables and the word quietly to yourself.‖

Say, ―Let‘s do the first one together. The first syllable is r-e. What is the

syllable pattern and how would you pronounce it?‖ (Open, /rē/.) Ask, ―What is the syllable pattern for t-i-r-e and how do you pronounce it? (VCe,

tire.) Who can do the last one in that word?‖ (CVC, ment.) Activity Book, Lesson 15, Activity A Syllable Patterns Display the transparency/PowerPoint and have students check their work. Call on

individuals to read the syllables and words.

Syllabification Review Estimated Time: 10 min.

Say, ―Now we are going to review our Strategy for Reading Multisyllabic Words.

When you come upon a multisyllabic word that you cannot read right away, it‘s a good idea to divide it into syllables. Then you think about which syllable pattern fits and read the word one syllable at a time.‖

≈ Write, He was hypnotized by the TV on the board.

Word Syllables

retirement re tire ment

open VCe CVC

illustrate il lus trate

CVC CVC VCe

completely com plete ly CVC VCe open

utilize u til ize

open CVC VCe

synonym syn o nym CVC open CVC

embezzle em bez zle CVC CVC -Cle

Lesson 15

Lesson Plans 15-4

Say, ―Let‘s try it together. What is the first step in the strategy? (Check the Context.) OK. He was _____ by the TV. Well, I‘m not sure that helps much. What could the TV do to him?‖ [NOTE: Encourage them to use the displayed Chart or the Chart in their Activity Books if they have any trouble.]

Ask, ―What is the next step? (Look for Chunks.) OK. It isn‘t a compound word.

There isn‘t a prefix, but there is an -ed suffix. So it is past tense.‖ Ask, ―What is the next step? (Divide the Word.) OK. So I underline the vowels.

There are 2 consonants between the y and the o, so I‘ll divide between them. There is one consonant between the o and i, so I‘ll try dividing before the consonant. What about that last e? What is that?‖ (A final, silent e)

Say, ―I think it is a final, silent e, so I won‘t underline it. What do I have? The

first syllable is CVC—hyp. In CVC syllables, the y often sounds just like the letter i. So this syllable is pronounced hip. The second is open—no. The third syllable is VCe with the e dropped to add the ed ending—tized. Hyp - no - tized, hypnotized. That‘s a word.‖

Ask, ―Are we done? (No, we have to Check the Context.) OK. He was

hypnotized by the TV. That makes sense; he was staring hard at the TV without thinking, just like he had been hypnotized.‖

Say, ―Now turn to Activity B. Underline the vowels except for silent-e‘s. Divide

each word into syllables. Think about the syllable patterns and pronounce the words. The first one is done for you.‖


Example: hypnotized hyp / no / tized 1. gentlemen gen / tle / men 2. movement move / ment 3. unruly un / ru / ly 4. cohesive co / he / sive 5. renovate ren / o / vate 6. deducted de / duct / ed


[NOTE: 1. The only vowel in the -Cle syllable is the silent-e. Remind students that in -Cle syllables, you only hear the consonant and the l. 2. The last syllable in cohesive is a VCe syllable but it is one of the exceptions because it has a short vowel. They learned this in an earlier lesson. Remind them that -ive is a common suffix.]

Lesson 15

Lesson Plans 15-5

Stress Review Estimated Time: 5 min.

Say, ―Now we are going to review what we learned about stress. What do we

mean when we say that some syllables are stressed in a word?‖ (Some syllables are emphasized more; some syllables are said longer or louder.)

Say, ―Right. In words with more than one syllable, one syllable is stressed or

emphasized more than the others.‖ Say, ―Remember we experimented with stress in our names. What name is this:

ChrisTOPHer?‖ (CHRIStopher) Say, ―Right. The stress should be on the first syllable.‖

[NOTE: Try this with other names. Have the students try saying their own names and each others‘ names with the stress in the wrong place.]

Say, ―Now look back at the words in Activity B. Say the words to yourself and

figure out which syllable has the stress. Put a mark on that syllable. Let‘s do the first one together.‖

≈ Write gen / tle / men on the board in syllables.

Say, ―Gentlemen. Which syllable is stressed?‖ (The first.)

≈ Mark the stress.

Say, ―OK, now you do the rest.‖

Displays the second transparency/PowerPoint of Activity B with the stress marked

and have students check their work. If they need help, ask them to deliberately put the stress in the wrong place. Model this for them.

Second transparency/PowerPoint with stress marks:

1. gentlemen gen΄/ tle / men 2. movement move΄/ ment 3. unruly un / ru΄/ ly 4. cohesive co / he΄/ sive 5. renovate ren΄/ o / vate 6. deducted de / duct΄/ ed

Lesson 15

Lesson Plans 15-6

Schwa Sound Review Estimated Time: 10 min.

Say, ―The idea of stress can be difficult to master, but it is important for

decoding and spelling. When you are reading long words, you may need to try putting the stress on different syllables to get the right word.‖

Say, ―One reason that stress is important is because in many words, stress can

change the vowel sound. When a vowel is in a syllable that is not stressed, it is often reduced to a neutral sound that we call schwa. We just learned about the schwa sound in the last lesson.‖

Say, ―Listen to this word: about. How many syllables are in about? (2) Which

syllable is stressed? (The 2nd) How do you pronounce the first syllable?‖ (Students should pronounce the first syllable as a schwa sound.)

Say, ―That is the schwa sound: /ə/. What is the first letter in about?‖ (a)

≈ Write about on the board.

Say, ―In this word, the schwa sound is spelled with the letter a.‖ Say, ―Listen to this word: upon. How many syllables are in upon? (2) Which

syllable is stressed? (The 2nd) What is the sound in the first syllable?‖ (Schwa)

≈ Write upon on the board.

Say, ―In this word, the schwa sound is spelled with the letter u.‖ Explain, ―The schwa sound is /ə/. It only occurs in syllables that are not

stressed. It can be spelled with any of the vowels.‖ Say, ―Now turn to Activity C.‖

Say, ―The words are divided into syllables for you. Mark the syllable that is

stressed. Then underline the vowel letter in each word that has the schwa sound.‖

Say, ―Let‘s do the first two together. The first word is random. It has 2 syllables.

ran / dom. [Exaggerate the stress]. The first syllable has the stress. I‘ll mark the stress like this.‖

▲ Draw the stress mark: ran΄ / dom.

Say, ―The second syllable has the vowel o, but it does not have either the long or

short o sound. It has a schwa sound, so we underline it.‖

Lesson 15

Lesson Plans 15-7

Say, “The next word is larceny; it has three syllables. Larceny means stealing. [Exaggerate the stress on lar]. The second syllable ends with the vowel e, but it does not have either the long or short e sound. It has the sound of the schwa.‖

Say, ―Now go through and complete the exercise on your own.‖

Activity Book, Lesson 15, Activity C Find the Schwa

1. ran΄ / dom 6. ab / so / lute΄ 2. lar΄ / ce / ny 7. fan΄ / ta / sy 3. a / gen΄ / da 8. mod΄ / i / fy 4. fu΄ / gi / tive 9. sym΄ / pa / thy 5. spec΄ / ta / cle 10. at / ten΄ / dant

Display the transparency/PowerPoint and have students check their work. Ask them to read the words by syllable. Guide them to hear the stress and schwa sounds as needed.


Say, ―Now turn to Activity Book D for Lesson 15. I am going to dictate some words for you to write.‖



1. Strike The workers went on strike demanding more humane working conditions 2. Staff The school staff was not informed on the late arrival of the school buses. 3. Excluded I am so tired of being always excluded from interesting activities. 4. Flapping The stork was flapping its wings in vain in its efforts to fly away from the

oil spill. 5. Humble She has such a humble and kind personality. 6. Cattle The cowboy moved the cattle from the truck to the field. 7. Apron Mom wore her apron and got ready to cook. 8. Migrate Many animals migrate to warmer areas in the fall. 9. Crusade The first crusade to Jerusalem was in the year 1096. 10. Assemble It is time to assemble a team and try to clean up our neighborhood.

Syllable Division

1. Nosy no/sy 2. Bubble bub/ble 3. Gamble gam/ble 4. Rodents ro/dents 5. Vocalize vo/cal/ize 6. Sympathy sym/pa/thy 7. Tentacle ten/ta/cle 8. Spectacle spec/ta/cle 9. Relative rel/a/tive 10. Cabin cab/in

Lesson 15

Lesson Plans 15-8

Teacher Models the Syllable Strategy Say, ―Now turn to Activity E. We are going to practice reading and applying what

we have learned. Today, we reviewed the 4 syllable patterns we have learned so far and our strategy for reading multisyllabic words. We also reviewed the idea of stress and the schwa sound that occurs in unstressed syllables. Now we are going to put it all together and apply it in practice reading.‖


explain the strategy.

Say, ―The first step is to ‗Check the Context.‘ What does that mean?‖ (Read the rest of the sentence and see if you can figure out what word would make sense from the context.)

Say, ―Then, you ‗Look for Chunks.’ What kinds of chunks can we look for?‖ (Small words in a compound word and prefixes and suffixes.)

Ask, ―What is the next step?‖ (Divide the word and say the syllables.) Say, ―We have learned about 4 patterns of syllables, so we want to look for those

syllables. We mark the vowels and see how many consonants are between them. Then we try dividing the syllables and pronouncing the syllables.‖

Say, ―We have to remember to be flexible. What does it mean to be flexible?‖ (Try different pronunciations, different stresses, and schwa sounds.)

Say, ―Right. You have to try different ways to pronounce the word until you find

one that makes sense.‖

Say, ―Finally, after you figure out the word, you always read the sentence again to check if it makes sense in context. I‘ll show you how I would do this.‖

Display the transparency/PowerPoint for this reading passage. Activity Book, Lesson 15, Activity E Smooth Reading

Toxins are polluting the land around the power plant. People are meeting at a local chapel to discuss their rights with the congressman. There was plenty of gossip as the people began to assemble. Two women were chosen to lead the debate. Everyone had something to say.

Say, ―I try to read this but I get stuck on the very first word. I‘ll try to read the rest of the sentence. Blank are...there‘s another tough word...blank the land around the power plant. OK. So it has something to do with a power plant that makes electricity.

Say, ―Let‘s try that first word.‖

Lesson 15

Lesson Plans 15-9

≈ Write Toxins on the board.

Say, ―First, I‘ll ‗Look for Chunks.‘ I see the suffix—s. I don‘t see any other

chunks.‖

≈ Put a box around the s.

Say, ―Next, I‘ll try to divide the word. I‘ll underline the vowels o and i. There is

just one consonant between them, so I‘ll try dividing before the x. The first syllable is t-o; that‘s an open syllable, so the vowel would be long—tō. The next syllable would be x-i-n, that‘s a CVC syllable and I guess it would be pronounced zin. Tō-zin. That‘s not a word. So I‘ll try dividing after the x. The first syllable is t-o-x; a CVC syllable with a short vowel—tox. Then the rest is i-n. That‘s another CVC syllable and a common syllable—in. Putting them together, I get tox-in, toxin. I‘ve heard that word. It‘s a poison.‖

Say, ―Does this make any sense yet? Toxins are blank the land around the power

plant. Do poison and a power plant make you think of anything?‖

≈ Write polluting on the board. [NOTE: Underline the vowels and put slashes as

appropriate in the script below.] Say, ―I‘ll start by looking for chunks. I see the suffix –i-n-g. When I take off a

suffix that starts with a vowel like -ing, I have to think about what the root word was before the suffix was added. I think there was a silent-e that was dropped.‖

Say, ―Next, I‘ll divide the root word. The vowels are o and u, and there are 2

consonants between them. So I‘ll divide between them. The first syllable is CVC—pol. The second syllable would be VCe—l-u-t-e; the e was dropped to add -ing. So it has a long vowel—lute. If I put it together, I get pol – lute - ing, polluting.‖

Say, ―Now let‘s see if it makes sense. Toxins are polluting the land around the

power plant. OK. That makes sense.‖

Students Apply the Strategy to the Passage Say, ―Now read the passage silently to yourself. The multisyllabic words are in

bold italics. Use the strategy to figure out the words in bold italics. Underline the vowels and use slashes to divide words into syllables. Be sure the sentences make sense. Raise your hand if you need help.‖

Students Read Words and Discuss When they are mostly done, ask individual students to read a sentence and then

explain how they divided the target word(s).


Lesson 15

Lesson Plans 15-10





Lesson 15


Activity Book, Lesson 15, Activity A Syllable Patterns

Word Syllables

retirement re tire ment

open VCe CVC

illustrate il lus trate

CVC CVC VCe

completely com plete ly

CVC VCe open

utilize u til ize

open CVC VCe

synonym syn o nym

CVC open CVC

embezzle em bez zle

CVC CVC -Cle

Lesson 15



1. gentlemen gen / tle / men

2. movement move / ment

3. unruly un / ru / ly

4. cohesive co / he / sive

5. renovate ren / o / vate

6. deducted de / duct / ed

Lesson 15


Activity Book, Lesson 15, Activity B Syllabification (with stress marks)

1. gentlemen gen΄/ tle / men

2. movement move΄/ ment

3. unruly un / ru΄/ ly

4. cohesive co / he΄/ sive

5. renovate ren΄/ o / vate

6. deducted de / duct΄/ ed

Lesson 15


Activity Book, Lesson 15, Activity C Find the Schwa

1. ran΄/ dom 6. ab / so / lute΄

2. lar΄/ ce / ny 7. fan΄/ ta / sy

3. a / gen΄/ da 8. mod΄/ i / fy

4. fu΄/ gi / tive 9. sym΄/ pa / thy

5. spec΄/ ta / cle 10. at / ten΄/ dant

Lesson 15


Activity, Lesson 15, Activity Book E Smooth Reading

Toxins are polluting the land around the

power plant. People are meeting at a local

chapel to discuss their rights with the

congressman. There was plenty of gossip

as the people began to assemble. Two

women were chosen to lead the debate.

Everyone had something to say.

Lesson Plans 16-1

Lesson 16

Sounds of y; Words Ending in y and ey

Lesson Overview This lesson briefly reviews the syllable patterns CVC, VCe, Cle, Open, and introduces the sounds of –y. In addition, instruction is provided on the spelling of words ending in –y and –ey. The lesson includes the following parts:

- Review - Document of the Day - New Pattern (-y) - Reading Words - Extending the Pattern - Progress Check - Smooth Reading


Objective To learn the 3 sounds of the vowel y (short i as in gym, long e as in baby and turkey, and long i as in type.)

Materials Strategy for Reading Multisyllabic Words Chart Two Transparencies/PowerPoints:

- Activity Book, Lesson 16, Document of the Day - Activity Book, Lesson 16, Activity D: Smooth Reading

Preparation

Lesson 16

Lesson Plans 16-2


Say, ―Today we are working on Lesson 16. We are going to learn three ways to pronounce the vowel y.‖

Say, ―First, let‘s review the four syllable patterns we have learned so far.‖


Say, ―You have learned four different syllable patterns. Can anyone tell me

what they are?‖ (CVC, VCe, open, -Cle.)

Ask, ―Who can give me an example of a CVC word or syllable? (bad) VCe? (bade) Open? (ho) -Cle?‖ (tackle)

Say, ―Great. Now let‘s review how to divide long words into syllables. Thinking about long words syllable by syllable allows us to read and spell them more easily. Recognizing the syllable pattern also gives you a clue about how to pronounce the vowel.‖


Sly Spy Exhibit

by Crazy Works, Inc. See the mystery of the dirty deeds that

took place right in the alleys of our own city! Display the Document of the Day transparency/PowerPoint. Say, ―Look at the title of the Document of the Day. The title says Sly Spy, but I

don‘t know the third word. Let‘s use the Strategy for Reading Multisyllabic Words to figure out this word. Hmmm. I don‘t have enough words in the title to guess from context, so I‘m going to decode it.‖

Refer to the Strategy for Reading Multisyllabic Words Chart while you review

the steps in the strategy. The Chart also appears in the students‘ books.

≈ Write exhibit on the board and mark the word using the following script.

Say, ―First, I will look for big chunks. I recognize ex, which is often a prefix, so

I know how to pronounce the first syllable.‖

≈ Put a box around the ex.

Say, ―Next, I will underline the vowels that remain.‖

Lesson 16

Lesson Plans 16-3

Say, ―O.K. I now need to look at the consonants between the 2 i’s. How many consonants are there?‖ (There is one—b.)

Say, ―Right. So, according to the Chart, I should try to divide before the consonant.‖

▲ Draw a slash before the b.

Say, ―h – i is an open syllable, so it would have a long i sound. The word would be /ex/ /hī/ /bit/.‖

Say exhibit with a long i a couple of times.

Say, ―I don‘t recognize that word. So let me try dividing after the consonant.‖

≈ Erase the slash before the b and put it after the b: ex / hib / it/.

Say, ―Now h-i-b is a CVC syllable—hib. Ex – hib – it. Exhibit. That is a word I know. Let‘s see if it fits. ‗Sly Spy Exhibit.‘ OK. This Document of the Day must be about some sort of show or exhibit about spies.‖ [NOTE: The h in exhibit is actually silent. If students realize this, then remind them that this is a case where they need to be flexible. The goal is to get close enough to the word to figure out what it is. When students blend the syllables in the word, they will most likely get close enough to the correct pronunciation to be able to say the word, providing the word is a part of their vocabulary.]


Ask a student to read the Document of the Day. Say, ―Now go through the Document and circle all of the y‘s.‖ Ask, ―How many pronunciations does the vowel y have in the Document?‖ (3) Say, ―Great. Look at the Document again. Who can tell me one pronunciation

of y and a word that has that pronunciation?‖ (/ī/ as in spy or sly.) Say, ―Good. How about a second one?‖ (/ē/ as in dirty, city, or crazy.) Say, ―Right. What is the third one?‖ (/i/ as in the first y in mystery.) Say, ―O.K. So, there are three pronunciations for the vowel y."

≈ Write spy and sly on the board.

Lesson 16

Lesson Plans 16-4

Ask, ―What syllable pattern are these words?‖ (open) Say, ―Right. When the y is in an open syllable, it sometimes represents the

sound /ī/.‖

≈ Write mystery on the board. Divide this word into syllables and write them on

the board. (mys, ter, and y) Say, ―Look at the last y. What kind of syllable is it?‖ (It is open because it

ends in a vowel.)

[NOTE: The second syllable in mystery is an r-colored syllable pattern, which has not yet been studied. If students ask, mention it. Otherwise just present it without comment.]

Say, ―Excellent. We have a second pronunciation for y in an open syllable. It

can represent the sound /ē/. So, we have two sounds for the vowel -y in an open syllable. What are they?‖ (/ ī / and /ē/)

Say, ―Now look at the first y in mystery. What kind of syllable is mys?‖ (CVC)

Say, ―Yes. And the vowel has the sound /i/, a short sound. So, in CVC

syllables the vowel y has the sound of short i. So, it follows the same pattern as short i in a CVC syllable.‖

Additional Words for Re-Teaching: tasty, frosty, glossy, puppy, cozy, lazy, library, fry, fly, apply, reply, July, rely.

Reading Words Estimated Time: 5 min.

Say, ―Now turn to Activity A. Let‘s read some words with the three

pronunciations of y.‖

Say, ―Take a minute or two to read the words to yourself before we read them aloud. Use your syllable division strategies to decode the words, if you need to.‖

Say, ―Can someone please read the words in Column 1? Column 2? Column 3?‖

Lesson 16

Lesson Plans 16-5

Activity Book, Lesson 16, Activity A Reading Words


Say, ―Now turn to Activity B. Let‘s read these words.‖

Activity Book, Lesson 16, Activity B Reading Words

key monkey honey turkey

whiskey journey pulley

Say, ―Notice that each of these words ends in e-y, which represents the sound /ē/. Most of the time, the sound /ē/ at the end of the word is spelled y. There are about forty words that end in e-y. There is no way to know which ones they are, except to be familiar with them. Some of the most familiar ones are in Activity C.‖

Additional Words for Re-teaching: kidney, donkey, hockey, volley.


Say, ―Please look at Activity C. Read the words to yourself and focus on the

sound of the bolded letter or letters. Place a check in one of the three columns, depending on the sound the y represents.‖

Say, ―Use your syllable division procedures if you have any difficulty reading

the words.‖

1 2 3

gym satisfy hypnotize

spry symbol skinny

synonym gypsy carbohydrate

empty family sympathy

Lesson 16

Lesson Plans 16-6

Say, ―Let‘s do the first one together. The word is turkey. The sound the final e-y makes is /ē/, so we put a check under the baby column because the y in baby makes the sound of the long e, just like the e-y at the end of turkey.‖


cry baby system

turkey

synonym

pulley

clarify

mystic

monkey

rusty

crazy

cynical

hydrogen

sympathy


Say, ―Now turn to Activity D. We are going to practice reading and using our

Strategy for Reading Multisyllabic Words. If you come across a long word that you don‘t know, a good strategy is to divide it into syllables.‖


explain the strategy. Display the transparency/PowerPoint for this reading passage.


The military insists that its members are in top physical shape. They systematically train each person in order to ensure the safety of the entire group. Every soldier is shown how to handle dynamite and hand grenades. They are also instructed to identify and report any risks in the sky.

Say, ―I‘ll read the first sentence to you. The…I don‘t know the second word.

Let me read on to see if I can get it from context. The blank insists that its members are in top blank shape. OK. I am going to guess that the second

Lesson 16

Lesson Plans 16-7

word is physical. That would fit in the context. Let me divide it to be sure. I recognize the ending a-l, and I think that might be a suffix, so I‘ll put a box around it. OK. So, now I will underline my vowels: y, i, and a. There is one s between the y and i. If I divide before the s, I get p-h-y. That is an open syllable and would be pronounced /phī/. The next syllable would be /sic/ and the last /al/.‖

Repeat the word several times with a long i sound in the first syllable and a

short a sound in the last syllable. Say, ―Well, that isn‘t right, but it is so close to physical and physical fits in the

context, so I know I‘m right. The word is physical and top physical shape makes sense.‖

Say, ―Now I‘ll look at the first word I didn‘t know.‖

≈ Write military on the board.

Say, ―Now I‘ll look at that first word. I don‘t really see any prefixes or suffixes

that I recognize. I‘m not sure about the y at the end. So, I‘ll mark the vowels. There is only one consonant between the i’s. So, I‘ll try /mī/. There is one t between the i and a. So, I‘ll try /lī/. The next syllable would be t-a. So it would be /tā/.‖

Say the word with long vowel sounds.

Say, ―That‘s not right. I know if I divided after the consonants, I‘d get CVC

syllables and they have short vowels. The first syllable would be /mil/. Oh, I think I can get it from context now. The word is military. Let‘s check it in the context: The military insists that its members are in top physical shape. That makes sense.‖

[NOTE: The syllable tar is really an r-colored syllable that has not been studied yet. However, the pronunciation of the a is close enough to a short a for the students to get it.]

Say, ―Now I would like you to read the passage silently to yourself. Use the

strategy to figure out words you don‘t know. Underline the vowels and divide the words into syllables. Be sure the sentences make sense. Raise your hand if you need help.

Lesson 16

Lesson Plans 16-8

Students Apply the Strategy to the Passage Say, ―Now read the passage silently to yourself. The multisyllabic words are in

bold italics. Use the strategy to figure out the words in bold italics. Underline the vowels and use slashes to divide words into syllables. Look for the consonant-l-e syllables. Be sure the sentences make sense. Raise your hand if you need help.‖








Lesson 16


Document of the Day

Sly Spy Exhibit

by Crazy Works, Inc.

See the mystery of the dirty deeds that

took place right in the alleys of our own city!

Lesson 16



The military insists that its members are in top

physical shape. They systematically train

each person in order to ensure the safety of the

entire group. Every soldier is shown how to

handle dynamite and hand grenades. They are

also instructed to identify and report any risks in

the sky.

Lesson Plans 17-1

Lesson 17

Changing y to i When Adding a Suffix

Lesson Overview This lesson reviews the sounds of y, and introduces the rule about changing -y to -i when adding an ending The lesson includes the following parts:

- Review - Document of the Day - New Pattern (-y to an –i) - Parts of Words - Spelling Words - Syllabification: Roots and Suffixes - Extending the Pattern - Progress Check - Smooth Reading


Objective To learn the y i spelling rule To review the sounds of the vowel y To review the y and e-y spellings of the vowel y

Materials Spelling Rules Chart Seven Transparencies/PowerPoints:

- Activity Book, Lesson 17, Document of the Day - Activity Book, Lesson 17, Activity A: Parts of Words - Activity Book, Lesson 17, Activity B: Write the Phrases - Activity Book, Lesson 17, Activity C: Syllabification - Activity Book, Lesson 17, Activity D: Extending the

Pattern - Activity Book, Lesson 17, Activity E: Complete the Rule - Activity Book, Lesson 17, Activity H: Smooth Reading

Preparation

Display the Spelling Rules Chart. Put an asterisk next to the fifth spelling rule for changing Y to I.

Lesson 17

Lesson Plans 17-2


Say, “Today we are working in Lesson 17. We will learn when to change a y to an i when adding an ending. We will also review some of the sounds and spellings of the vowel y.”


≈ Write rely, gymnastics, and sensibly on the board.

Say, “Look at the first word.”

▲ Point to rely.

Say, “I am going to mark the vowels.”

≈ Underline the e and the y.

Say, “Do you see that the y is a vowel in this word? There is one consonant

between the 2 vowels, so first I will try dividing the word before the consonant.”

≈ Write re / ly on the board.

Say, “So my first syllable is an open syllable ending in a vowel. How would I

say it?” (rē) Say, “Great. How about the second syllable: ly?” (lī)

[NOTE: If students try to pronounce the ly with the sound of a long e, commend them for remembering that it is one of the pronunciations of the vowel y at the end of a word. Tell them this is another example of where flexibility is necessary, and that they must try both possible pronunciations.]

Say, “Can someone read the second word? What is the sound that the y

represents in gymnastics?” (/i/) [NOTE: Have a student model the syllable division procedure to gymnastics for a quick review of dividing words into syllables.]

Say, “Can someone read the third word? What is the sound that the y

represents in sensibly?” (/ē/) Say, “So, the vowel y can represent three sounds: /ī/, /i/, and /ē/.”

Lesson 17

Lesson Plans 17-3

Say, “When the vowel y is at the end of a word and represents /ē/, it is sometimes spelled e-y. Can anyone think of a word that is spelled with e-y on the end and pronounced /ē/?” (For example: whiskey, turkey.)

Say, “Today we are going to continue our work with the vowel y at the end of

words.” Additional Words for Re-teaching: retry, suddenly, abruptly, commonly.


Lecture Series: Spies, Lies, and Sneaky Guys

Hear about the business of the CIA from the spies of the Cold War.


Ask, “Can someone read the Document of the Day?”


Say, “Thank you. Let‟s look at some of the words in this advertisement for a

lecture series.”

≈ Write business on the board.

Ask, “Can anyone tell me the root word for business?” (busy)

≈ Write busy + ness on the board.

Say, “What changed in this word when we added the suffix -ness to the word?”

(The y changed to an i.) Say, “Excellent. You have just given us a useful spelling rule, called the „y to i

rule‟. This is the rule: When a word ends in a consonant and a y, we change the y to an i unless the ending begins with i.”

Point to the fifth rule on the Spelling Rules Chart Say, “Look at the displayed Spelling Rules Chart or the copy in your books. This

is our fifth spelling rule.”

Lesson 17

Lesson Plans 17-4

Say, “So, in business, we are combining busy with -ness. Busy ends with a consonant and a y. [NOTE: Point out the s-y.] -Ness is an ending or suffix and it does not begin with i. So, we change the y to an i before we add the -ness. Business is a word that many people misspell. If you realize that it is just busy + ness, it is not hard to spell.”

[NOTE: Busy is defined as „actively engaged, especially in work‟. The suffix –ness means „denoting a quality or state‟. So, business is the state of being actively engaged in work. This is a challenging example, but is an excellent example of how understanding roots + suffixes can assist reading and spelling.]

≈ Write guys on the board.

Ask, “What is the root word in guys?” (guy)

Say, “Right. So, we have a root word ending in y and we are adding an ending

that doesn‟t begin with an i. So, why don‟t we change the y to an i?” (The word doesn’t end in consonant + y. It ends in a vowel + y. You have to have a consonant before the y to change the y to an i.)

Say, “Let‟s look at one more example of this spelling rule.”

≈ Write spying on the board.

Ask, “Why didn‟t we change the y in spy to an i?” (The suffix begins with an i.

It looks weird to have 2 i’s together, so we don’t change the y to an i if the suffix begins with an i.)

Additional Words for Re-Teaching: study-studied, petty- pettiness, penny-

penniless, happy-happiness, annoy-annoyance, annoyed.

Parts of Words Estimated Time: 5 min.

Say, “Turn to Activity A. Add the suffixes to the root words, applying the y to i

rule: When a word ends in a consonant and a y, we change the y to an i unless the ending begins with i.”

Activity Book, Lesson 17, Activity A Parts of Words

1. carry + ed carried 7. busy + er busier 2. study + ous studious 8. hurry + ing hurrying 3. greedy + er greedier 9. beauty + ful beautiful 4. ninety + eth ninetieth 10. annoy + ed annoyed 5. supply + ing supplying 11. copy +ed copied 6. enjoy + ing enjoying 12. rely + able reliable

Lesson 17

Lesson Plans 17-5

Display the transparency/PowerPoint and have students check their work. Discuss any questions students have. Choose several words to review, reinforcing the rule. Make sure to point out examples where the y does not change because it follows a vowel or because the suffix starts with i.

Spelling Words Estimated Time: 5 min.

Say, “Turn to Activity B. Write the phrases that I dictate. Pay careful

attention to words that end in y or silent e to which you are adding an ending. Remember that sometimes you need to change the y to an i or drop a silent e.”

Display the transparency/PowerPoint and have students check their work. Discuss any problems students had with the spellings.

[NOTE: Point out the following:

crying: The suffix begins with an i. The only suffix students need to worry about is –ing. Explain that it looks awkward to have to i’s together, so when we add –ing, we don‟t change the y to i.

studying: Follows the same pattern as crying. Ask students to explain studying to you.

devastating loneliness: These 2 words exemplify when to drop the silent e and when to keep it.]

Syllabification: Roots and Suffixes Estimated Time: 5 min.

Say, “Turn to Activity C. Each of the words you wrote in Activity B has a root

word and suffix. Now, rewrite the words dividing them into their roots and suffixes.”

Activity Book, Lesson 17, Activity B Writing Phrases

1. crying boys 2. studying spelling 3. tiniest payment 4. devastating loneliness 5. furious teacher

Lesson 17

Lesson Plans 17-6


Syllabification

Word Root Suffix

crying cry ing

boys boy s

studying study ing

spelling spell ing

tiniest tiny est

payment pay ment

devastating devastate ing

loneliness lone ly + ness

furious fury ous

teacher teach er

Display the transparency/PowerPoint and have students check their work. Note that loneliness had two suffixes. If students have any difficulty, break the words into roots and suffixes and review the appropriate spelling rule.


Say, “There is one small piece to add to the y to i spelling rule. When a word

ends in a consonant plus y and you are adding an -s, you need to use e-s instead of -s. Let me show you an example: cry + s = cries. The y was changed to i and e-s was added.”

Say, “Look back at the Document of the Day. Look at the word spies. What is

the root word for spies?” (spy)

≈ Write spy + s on the board.

Say, “This word follows our addition to the rule. Spy ends in a consonant plus

y, so I have to add –e-s.”

≈ Write spies on the board.

Say, “Let‟s practice this addition to the rule. Turn to Activity D and combine

these roots and suffixes.”

Lesson 17

Lesson Plans 17-7

Activity Book, Lesson 17, Activity D Extending the Pattern

1. carry + s carries 4. deny + s denies 2. copy + s copies 5. spy + s spies 3. supply + s supplies 6. baby + s babies


Say, “Now look at Activity E. Let‟s make sure you know both parts of the rule. Fill in the blanks to complete the rule.”

Activity Book, Lesson 17, Activity E Complete the Rule

When a word ends in a consonant and a y, we change the y to an i unless the ending begins with i. If we are adding the ending s, then we change the y to i and add es. Display the transparency/PowerPoint and have students check their work. Say, “There are a few exceptions to this rule that are common words. I‟m

going to write them on the board for you to see. Copy these words in Activity F.”

≈ Write these words on the board:

1. day + ly = daily 2. pay + ed = paid 3. say + ed = said 4. shy + ly = shyly 5. shy + ness = shyness 6. dry + ly = dryly 7. dry + ness = dryness

[NOTE: Write each word on the board. Then ask why each word is an exception. Tell students that they now have the rule and the exceptions in their books.]

Additional Words for Re-Teaching: Fry-fries, apply-applies, applied, comply-complies, complied, lay+ed= laid, family-families, day-days, silliness.


Say, “Now turn to Activity G. Add the suffix to the root to make a new word.

Remember to use our new spelling rule.”

Lesson 17

Lesson Plans 17-8


Say, “Please look at Activity H. We are going to practice reading, using our

Strategy for Decoding Multisyllabic Words.” Display the transparency/PowerPoint of this passage.

Activity Book, Lesson 17, Activity H Smooth Reading

On the twentieth of July, Sal testified in court. He was very tired, and he began crying on the stand. The suddenness of all the prying questions began to confuse him. He thought his enemies would win even though he was innocent.

Say, “I‟ll read the first sentence to you. On the…I don‟t know the third word.

Let me read on to see if I can get it from context. On the blank of July, Sal blank in court. OK. Well, I guess the first word is a date and the second is something that Sal did in court. I can see that the first syllable in the first word is /twen/, so the word has got to be twentieth. I think I need to divide the second word.”

≈ Write testified on the board.

Activity Book, Lesson 17, Activity G Progress Check

Root Suffix Word

key s keys

cry s cries

dry ness dryness

lucky est luckiest

empty ed emptied

pity ful pitiful

pave ment pavement

recite at recital

lone ly lonely

big est biggest

Lesson 17

Lesson Plans 17-9

Say, “I see the suffix –e-d, so I‟ll put a box around it. I‟ll mark the vowels: e, i, and i. There are two consonants between the e and the i, so I‟ll divide between the s and the t.

There is one consonant between the two i‟s. I‟ll divide before it. Let me try saying the word. The first syllable is CVC so the vowel should be short: /tes/. The second syllable is open, so I‟ll try /tī/.

F-i-e-d is left. This is harder. I know that the ed ending can have 3 pronunciations: /d/, /t/, or /ed/. So, I know I‟ll have to be flexible and try all 3 until I get the word. The other tricky part is that I think the word changed a y to i when the -ed was added. Tricky, but I can handle it. So the word is /tes/ - /tī /- /fied/. I know that the vowel in an unstressed syllable is often a schwa. So I‟ll make the first i a schwa. The word is testified. Let me try it in the sentence: On the twentieth of July Sal testified in court. Yep. That works.”

Students Apply the Strategy to the Passage Say, “Now read the passage silently to yourself. The multisyllabic words are in









Lesson 17


Document of the Day

Lecture Series: Spies, Lies, and Sneaky Guys

Hear about the business of the CIA from the spies

of the Cold War.

Lesson 17


Activity Book, Lesson 17, Activity A Parts of Words

1. carry + ed carried

2. study + ous studious

3. greedy + er greedier

4. ninety + eth ninetieth

5. supply + ing supplying

6. enjoy + ing enjoying

7. busy + er busier

8. hurry + ing hurrying

9. beauty + ful beautiful

10. annoy + ed annoyed

11. copy +ed copied

12. rely + able reliable

Lesson 17


Activity Book, Lesson 17, Activity B Write the Phrases

1. crying boys

2. studying spelling

3. tiniest payment

4. devastating loneliness

5. furious teacher

Lesson 17



Word Root Suffix

crying cry ing

boys boy s

studying study ing

spelling spell ing

tiniest tiny est

payment pay ment

devastating devastate ing

loneliness lone ly + ness

furious fury ous

teacher teach er

Lesson 17


Activity Book, Lesson 17, Activity D Extending the Pattern

1. carry + s carries 4. deny + s denies

2. copy + s copies 5. spy + s spies

3. supply + s supplies 6. baby + s babies

Lesson 17


Activity Book, Lesson 17, Activity E Complete the Rule

When a word ends in a consonant and a y, we

change the y to an i unless the ending begins

with i. If we are adding the ending s, then we

change the y to i and add es.

Lesson 17


Activity Book, Lesson 17, Activity H Smooth Reading

On the twentieth of July, Sal testified in

court. He was very tired, and he began crying on

the stand. The suddenness of all the prying

questions began to confuse him. He thought his

enemies would win even though he was innocent.

Lesson Plans 18-1

Lesson 18

Prefixes and Suffixes

Lesson Overview The lesson includes the following parts:

- Review (from –y to i) - Document of the Day - New Pattern: Prefixes and Suffixes - Extending the Pattern: Words Ending in -ion - Progress Check - Smooth Reading


Objective To practice reading and spelling new words by using prefixes and suffixes To review reading and spelling words by syllables To review the y to i spelling rule

Materials Strategy for Reading Multisyllabic Words Chart Spelling Rules Chart Eight Transparencies/PowerPoints:

- Activity Book, Lesson 18, Document of the Day - Activity Book, Lesson 18, Activity A: Find the Prefix - Activity Book, Lesson 18, Activity B: Build the Words - Activity Book, Lesson 18, Activity C: Separate the Words - Activity Book, Lesson 18, Activity D: Build the Words - Activity Book, Lesson 18, Activity F: Write the Root Word - Activity Book, Lesson 18, Activity H: Add the Suffix - Activity Book, Lesson 18, Activity J: Smooth Reading

Preparation

Lesson 18

Lesson Plans 18-2

Introduction Estimated Time: 1min.

Say, “Today we are working on Lesson 18. In this lesson we will learn more about building new words with prefixes and suffixes. Sometimes prefixes and suffixes add new meaning to a word. In other cases they change the way the root word works in the sentence. For example, a suffix may create a plural, school to schools, or it may turn an adjective into an adverb as in great to greatly.”

Say, “In Lesson 5 we learned some of the most common prefixes and suffixes in

English. Today we will expand our knowledge of prefixes and suffixes.”



Weather Report Unexpected subzero temperatures for the holidays.

Stay inside. Dress warmly if you must go out.


Say, “Take a look at the Document of the Day. Could someone please read the

Document aloud?” Say, “Let‟s look at some word parts. When we put two words together, we call

it a compound word. Can anyone find the compound word?” (inside) Say, “Good. Now, I have a real challenge for you. There is another word that

used to be two words. This word may not look like a compound word because the y has been changed to an i. Can anyone find it?” (holiday used to be holy day)

Say, “I‟m impressed if you figured out that holiday used to be holy day. Paying

attention to how words work is what we have been doing in this curriculum. When you understand how words work, they are much easier to read and spell. They are also easier to understand.”


Say, “In this lesson, we will practice the process of recognizing prefixes and

suffixes, separating them from root words, and building new words. Let‟s look at an example from the Document of the Day.”

≈ Write subzero on the board.

Lesson 18

Lesson Plans 18-3

Say, “Does anyone see a prefix in the word subzero?” (sub)

≈ Box the sub in subzero.

Say, “Right. Does anyone know what the prefix sub means?” (below) So

subzero means below zero.”

≈ Write warmly on the board.

Ask, “What is this word? (warmly) What is the root word? (warm) What is the

suffix?” (-ly) Say, “Good. Let‟s look at the suffix –l-y for a minute. What is the vowel in this

suffix?” (y) Ask, “How is the y pronounced? (/ē/)

Say, “Right. So the y is used as a vowel and it has one of the three

pronunciations that the vowel y can have. The suffix –ly is a useful one to know. It is very common and is added to the end of words to make them adverbs. An adverb is a word that tells when, how, or why something happens. So, telling you to dress warmly in the Document of the Day is telling you how to dress.”

≈ Write unexpected on the board.

Ask, “Who can find the prefix in this word?” (un)

≈ Box the un in unexpected.

Say, “Right. U-n is a prefix. How does it change the meaning of the root

expect?” (makes it mean not expected) Say, “The meaning of the new word is „not expected‟, so in this case adding a

prefix turned the word expect into its opposite, unexpected. What is the suffix in unexpected?” (e-d)

Say, “Right. The e-d tells us that something happened in the past. So, we can

add both prefixes and suffixes to words.” Ask, “If you were to divide the root, between which two letters would you

divide?” (x and p)

Say, “Excellent. How many sounds does the x have? (2, /k/ and /s/)

Lesson 18

Lesson Plans 18-4

Say, “Right. X is a tricky letter. It is a good one to pay attention to because even though it is 1 letter, it has 2 sounds. Let‟s do a quick review of the Doubling the Final Consonant spelling rule.”

▲ Point to the Spelling Rules Chart. Write the words run + ing and box + ing on

the board. Ask, “How do you spell running?”

Say, “Yes. How would you spell boxing?” (Boxing because the x makes 2

sounds.) Say, “Good job. I can see that you are becoming more aware of how the

letters, sounds, and patterns work in English.” Say, “Let‟s look at Activity A in your books. Each of these words has a prefix

added to a root. Find all of the prefixes and put a box around them. Then write each prefix on the line next to the word.”

Activity Book, Lesson 18, Activity A Find the Prefix

1. recall re 9. uncover un

2. disconnect dis 10. subscribe sub

3. subsist sub 11. prefix pre

4. recite re 12. reform re

5. preschool pre 13. inconsistent in

6. discredit dis 14. prenatal pre

7. unborn un 15. indent in

8. regard re

Display the transparency/PowerPoint and have students check their work. Ask

the students to read the words aloud. Ask, “Did you find the six prefixes?”

≈ Write the prefixes on the board: dis, in, pre, re, sub, un. Circle dis, in, re, and

un.

Lesson 18

Lesson Plans 18-5

Explain, “We are studying the most common prefixes and suffixes today. The four prefixes that I have circled (dis, in, re, and un) account for 97% of words with prefixes in English that we find used in schools. In other words, when a word has prefix, 97% of the time it will be one of these four. So, you can see that they are really worth knowing. Let‟s look at them in more depth.”

Say, “The meaning of most of these prefixes is clear. What does the re in

recall mean?” (again) Say, “Yes, so recall means to call or to call upon again. What about the prefix

pre in preschool?” (before) Explain, “Many toddlers attend preschool before they go off to official grade

school.” Say, “Now look at the words with the prefix dis. What do you think it means?”

(not or opposite of) Say, “Good, so disconnect means to not connect.” Ask, “How about un?” (It also means not.) Say, “Excellent. So different prefixes can have the same meaning. Dis and un

can both mean not.” Say, “Finally, let‟s look at in together. In the word inconsistent, the prefix

means not, so the word means not consistent. But, look at indent. The prefix in means something different in indent. Anyone want to take a guess?” (It means in, just like the word.)

Say, “Good, so indent means to dent (or move) in. So the same prefix can have

different meanings. The prefix in can mean not or in.” Say, “This is a really quick look at the meanings of prefixes. Our curriculum is

concentrating on reading and spelling the words, so we won‟t spend much time on the meanings, but you should know that learning the meanings of some common prefixes is valuable. Remember, if you know these 4 prefixes (dis, in, re, and un), you know the prefixes that appear the most in English.”

Say, “Knowing the prefixes and suffixes also helps us to read and spell words.

If we are able to easily recognize the smaller parts of a word, it may be easier to spell longer, multisyllabic words and eventually read them with greater ease. The prefixes are usually fairly easy to read and spell.”

Lesson 18

Lesson Plans 18-6

Say, “In Activity B, there is a list of prefixes and roots. Find a prefix in column 1 that can be combined with a root in column 2 to build a new word. Draw a line connecting the two.”

Activity Book, Lesson 18, Activity B Build the Words

Column 1 Column 2

sub pect

pre move

ex view

un fair

de merge

re fend

Display the transparency/PowerPoint and have students check their work. Read the words aloud to the students. Discuss the answers and note that the prefix re can be combined with either move or view.

Say, “We added a couple of common prefixes in this exercise: ex and de. Did

you have any trouble with them? Usually, prefixes are easier to figure out than suffixes.”

Say, “Let‟s look at some suffixes now.”

≈ Write payment on the board.

Ask, “Does anyone see the suffix in this word?” (-ment)

≈ Box the -ment in payment.

Say, “Right. The suffix -ment is fairly common in English. It means „the action

or process of‟.”

≈ Write ment = the act or process of under the word payment on the board.

≈ Write development on the board. Put a box around -ment.

Ask, “Who can give us a definition for the word development?” (The act or

process of developing something.) Say, “In these examples, the meaning of the suffix is pretty clear. This is not

always the case. But the more familiar we are with these parts of words, the easier it will be to spell words which contain several of them.”

Lesson 18

Lesson Plans 18-7

Say, “Many words in English combine two or three prefixes or suffixes with a

root to build a new word.”

≈ Write unrelated on the board.

Ask, “Who can tell me what the root of this word is?” (relate) Ask, “So what other word parts do we have then?” (The prefix un and the

suffix –ed.)

≈ Box un and -ed on the board.

Ask, “What happened to the spelling in this word when the e-d was added?”

(The silent e was dropped.) Say, “Yes, remember when the word ends in a silent e and we add a suffix that

begins with a vowel, the e is dropped, as in dine–dining.”

≈ Write dine and dining on the board.

Say, “Turn to Activity C. Write the prefixes, roots, and suffixes for each word

on the lines provided. You may have to change the spelling of the root if an e was dropped or a y changed to i.”

Activity Book, Lesson 18, Activity C Separate the Words

1. unpacked = un + pack + ed 2. reproduced = re + produce + ed 3. unhappiness = un + happy + ness 4. defrosting = de + frost + ing 5. dishonesty = dis + honest + y 6. revisited = re + visit + ed 7. discredited = dis + credit + ed 8. mispronounced = mis + pronounce + ed


[NOTE: Point out the dropped e in numbers 2 and 8. Point out the y i change in number 3.]

Ask the students to read the words.

Say, “In Activity D, you will work on combining prefixes and suffixes to build

new words, just as we have done in the preceding example. Look at the list of roots first. Then look at the prefixes and suffixes in the box. Think about words you can build from them. There are several possibilities for each word.

Lesson 18

Lesson Plans 18-8

Please write at least three new words for each root given. In some examples, you can add a prefix, suffix, or both to the root word. You can work with a partner, if you would like.”

Activity Book, Lesson18, Activity D Build the Words

accept understand accepted misunderstand acceptable understanding unaccepted understandable accepts understands accepting populate like population likeness populated likeable unpopulated disliked populates likes

overpopulate liking populating liked

enchant enchanted enchantment disenchant enchants disenchanted enchanting

Display the transparency/PowerPoint with the correct answers and have

students check their work. Answers will vary. Additional Words for Re-Teaching: unbutton, subbasement, subheading,

disseminate, disgusted, disadvantaged, disrespectfulness, ungratefulness, Occupy-occupying-preoccupy-preoccupied; Admire-admiring-admired-admirable; Print-misprint-misprinted-misprinting

Prefixes

dis over mis un

Suffixes

ment ate able ness ing s

ed

Lesson 18

Lesson Plans 18-9

Extending the Pattern: Words ending in –ion Estimated Time: 15 min.

≈ Write adoption on the board. Put a box around the suffix –ion.

Ask, “Can someone pronounce this word for us?” Say, “The suffix in this word is –i-o-n. But when we divide the word by

syllables, we would put our slash between the 2 consonants, p and t. That is why we often think of the suffix being –t-i-o-n. The suffix in this word is pronounced /shən/.”

Say, “Take a look at the words in Activity E. Let‟s read these aloud to practice

this suffix. Can someone read column 1? Column 2?” Activity Book, Lesson 18, Activity E Read the Words

1 2 reaction subtraction taxation edition limitation invention station expectation temptation education

Say, “O.K. Now, let‟s look at how some of these words are spelled. In Activity

F, write the root word on the line provided.” Activity Book, Lesson 18, Activity F Write the Root Words

1. adoption adopt 2. reaction react 3. translation translate 4. concentration concentrate 5. instruction instruct


Ask, “Did you get translate and concentrate? What did you have to know about

these words?” (These words follow the Drop the Final e spelling rule.) Ask, “What is the last sound in each of the roots?” (/t/) Say, “That‟s right. Even though translate and concentrate end in an e, the

final e is silent, so the last sound is /t/. So, we just add the suffix –i-o-n to the root. The suffix is really –i-o-n. If you know the root, you know the syllable begins with a t.”

Lesson 18

Lesson Plans 18-10

Say, “Sometimes when we add the suffix –i-o-n, we need to add some extra letters to connect the word and the suffix. I don‟t think this will be hard for you because you can hear the letters. Let‟s practice reading a few of these words in Activity G.”

Activity Book, Lesson 18, Activity G Read the Words

1. taxation 2. addition 3. definition 4. limitation 5. expectation

≈ Write television on the board.

Say, “The root for television is televise.”

≈ Write televise on the board.

Say, “When we add –i-o-n to televise, we drop the e and just add the –i-o-n.

So, when a word ends in /s/ or /z/, the last syllable will be spelled –s-i-o-n. For your information, this is also true of roots that end in d or d-e. Let‟s try a few. Turn to Activity H. Add the –i-o-n suffix to the root words.”

Activity Book, Lesson 18, Activity H Add the Suffix

1. precise + ion precision 2. transfuse + ion transfusion 3. collide + ion collision 4. include + ion inclusion 5. confuse + ion confusion


Ask, “Did you remember to drop the silent e before you added the suffix

beginning with a vowel? So, in words ending in d or s, the final syllable is spelled –s-i-o-n.”

Say, “Let‟s read these words aloud. Read the root and then the noun to which

you created by adding the suffix –ion.”

Lesson 18

Lesson Plans 18-11

[NOTE: Spelling the suffix –ion is tricky for students. We have presented the patterns that are most frequent:

1. When the suffix ends in /t/, spell the last syllable tion. For your information, one exception is the root vert (version, conversion, introversion).

2. If the root ends in s or d, use –sion.] Additional Words for Re-teaching: compete-competition, operate-operation,

expect-expectation, examine-examination, oppose-opposition, discuss-discussion, confess-confession, suppress-suppression, omit-omission, expand-expansion,

Progress Check Estimated Time: 5 min. Say, “I am going to dictate some real words for you to write in Activity I. For

the last four words, you will have to think about the spelling rules you use when adding suffixes.”


Say, “Please turn to Activity J. We are going to practice reading, using our

Strategy for Decoding Multisyllabic Words.” Display the transparency/PowerPoint for this reading passage.

Activity Book, Lesson 18, Activity I Progress Check

1. homeless There is a homeless shelter nearby. 2. reinvest We will reinvest our money in stocks. 3. prepare Please prepare the coffee for our guests. 4. reaction Did you see Tara‟s reaction when she won the lottery? 5. disrespect I will not tolerate any disrespect of my mother. 6. helpful Can you be helpful and sweep the floor? 7. relating I was washing the dishes as Ted was relating the story. 8. running I saw Jen running through the park. 9. ugliest Those are the ugliest shoes I have ever seen! 10. loneliness My loneliness has gotten worse since Stew left.

Lesson 18

Lesson Plans 18-12

Activity Book, Lesson 18, Activity J Smooth Reading

Thankfully, Jan was not badly hurt in the disaster at work. Three people were crushed and two machines were destroyed. Her dishonest boss had neglected to distribute hard hats for the new project. This was inexcusable, and Jan hoped that the police would get involved.

Say, “I‟ll read the first sentence to you. I am not sure about the first word.

The rest of the sentences says: Jan was not badly hurt in the disaster at work. I‟ll divide the first word.”

≈ Write thankfully on the board.

Say, “Oh, this word is easy. There are two suffixes, so I‟ll box ful and ly. I

recognize the root word: thank. The word is thankfully. Thankfully, Jan was not badly hurt in the disaster at work. That makes sense.”


bold italics. Use the strategy to figure out the words in bold italics. Underline the vowels and use slashes to divide words into syllables. Be sure the sentences make sense. Raise your hand if you need help.”








Lesson 18


Document of the Day

Weather Report

Unexpected subzero temperatures for the holidays.

Stay inside. Dress warmly if you must go out.

Lesson 18


Activity Book, Lesson 18, Activity A Find the Prefix

1. recall re 9. uncover un

2. disconnect dis 10. subscribe sub

3. subsist sub 11. prefix pre

4. recite re 12. reform re

5. preschool pre 13. inconsistent in

6. discredit dis 14. prenatal pre

7. unborn un 15. indent in

8. regard re

Lesson 18


Activity Book, Lesson 18, Activity B Build the Words

Column 1 Column 2

sub pect

pre move

ex view

un fair

de merge

re fend

Lesson 18


Activity Book, Lesson 18, Activity C Separate the Words

1. unpacked = un + pack + ed

2. reproduced = re + produce + ed

3. unhappiness = un + happy + ness

4. defrosting = de + frost + ing

5. dishonesty = dis + honest + y

6. revisited = re + visit + ed

7. discredited = dis + credit + ed

8. mispronounced = mis + pronounce + ed

Lesson 18


Activity Book, Lesson 18, Activity D Build the Words

accept understand enchant accepted misunderstand enchanted acceptable understanding enchantment unaccepted understandable disenchant accepts understands enchants accepting disenchanted enchanting populate like population likeness populated likeable unpopulated disliked populates likes overpopulate liking populating liked

Suffixes

ment ate able ness ing s

ed

Prefixes

dis over mis un

Lesson 18


Activity Book, Lesson 18, Activity F Write the Root Words

1. adoption adopt

2. reaction react

3. translation translate

4. concentration concentrate

5. instruction instruct

Lesson 18


Activity Book, Lesson 18, Activity H Add the Suffix

1. precise + ion precision

2. transfuse + ion transfusion

3. collide + ion collision

4. include + ion inclusion

5. confuse + ion confusion

Lesson 18


Activity Book, Lesson 18, Activity J Smooth Reading

Thankfully, Jan was not badly hurt in the

disaster at work. Three people were crushed and

two machines were destroyed. Her dishonest

boss had neglected to distribute hard hats for

the new project. This was inexcusable, and Jan

hoped that the police would get involved.

Lesson Plans 19-1

Lesson 19

Review

Lesson Overview This lesson reviews the content from lesson 16 to 18. It provides a review of the sounds of –y, syllable division with prefixes and suffixes and reviews the previously taught spelling rules. The lesson includes the following parts:

- Review - Document of the Day - New Pattern (-y to an –i) - Parts of Words - Spelling Words - Syllabification: Roots and Suffixes - Extending the Pattern: - Progress Check - Smooth Reading


Objective To review the sounds of the vowel y To review syllable division with prefixes and suffixes, CVC, VCe, -Cle, and open syllables To review three basic spelling rules: drop silent e, doubling the final consonant, and changing y to i

Materials Spelling Rules Chart Strategy for Reading Multisyllabic Words Chart Five Transparencies/PowerPoints:

- Activity Book, Lesson 19, Activity A: Apply the Rules - Activity Book, Lesson 19, Activity B: Separate the Words - Activity Book, Lesson 19, Activity C: Identify the Sound - Activity Book, Lesson 19, Activity D: Spell the Words by

Syllable

Preparation

Lesson 19

Lesson Plans 19-2

Introduction Estimated Time: 1 min. Say, “Today we are working on Lesson 19. We will review the sounds of y;

syllable division with prefixes and suffixes, CVC, VCe, -Cle, and open syllables; and three basic spelling rules: drop silent e, doubling the final consonant, and changing y to i.”

Spelling Rules Estimated Time: 10 min.

Say, “Please turn to Activity A. Look at the three spelling rules at the top of the activity. They are the spelling rules 3, 4 and 5 from our spelling rules chart. For this activity, you will combine the root words and suffixes and indicate the rule that you used.”

Do the first item with the students to demonstrate.

Spelling Rules 3. Dropping the Silent e in VCe Syllables. When a word ends with a silent e, drop the e when you add a suffix

beginning with a vowel. 4. Doubling the Final Consonant in CVC Syllables. If a one syllable root word ends in one consonant with one vowel before it,

double the final consonant of the root word if the suffix begins with a vowel.

5. Changing y to i Pattern. When a word ends in y, change the y to an i when adding a suffix except when the suffix is –ing). If we are adding the ending s, then we change the y to i and add es.

Activity Book, Lesson 19, Activity A Apply the Rules

Word Rule #

rot + en rotten 4

safe + er safer 3

complete + ly completely 3

luck + y + est luckiest 5

drum + er drummer 4

lone + ly + ness loneliness 3, 5

sure + ly surely 3

shine + ing shining 3

strip + ed stripped 4

carry + ing carrying 3

brave + ly bravely 3

carry + ed carried 5

Lesson 19

Lesson Plans 19-3

Display the transparency/PowerPoint and have students check their work. Go over lone + ly + ness and luck + y + est. Be sure students understood that they added two suffixes. Explain that adding prefixes and suffixes is a way that we build longer words.

Say, “Now turn to Activity B. In Activity A, you combined roots and suffixes.

Now, I want you to find the root words. Take the words apart and write them by roots and suffixes.”

Activity Book, Lesson 19, Activity B Separate the Words

Root Word Suffix

hopping hop ing

hoping hope ing

scary scare y

gripping grip ing

griping gripe ing

hurrying hurry ing

supplied supply ed


Point out that doubling the p in hopping and gripping keeps the first syllable a CVC syllable with a short vowel. In hoping and griping, the e is dropped. The syllable division occurs before the single consonant, resulting in an open syllable and a long vowel.

Review of Sounds of y Estimated Time: 10 min.

Say, “Turn to Activity C. All of these words have the letter y used as a vowel.

What are the sounds the vowel y can represent?” (/ī/ as in cry, /ē/ as in baby, and /i/ as in system.)

Say, “Read the words to yourself and place a check in one of the three

columns, depending on the sound the y represents.” Say, “Let‟s do the first one together. The word is synonym. The sound the

first y makes is /i/, so we put a check under the system column.” Say, “Use your syllable division procedures if you have any difficulty reading

the words.”

Lesson 19

Lesson Plans 19-4

Activity Book, Lesson 19, Activity C Identify the Sound

cry baby system

synonym empty

multiply

occupy

hypocrisy

fifty

qualify

cynical hydrogen

synthetic

dynamite

cyclone


Spelling Words with the Vowel y Estimated Time: 5 min.

Say, “Turn to Activity D. I am going to dictate some words. First, I‟ll say the

word. Then, I‟ll say the word more slowly by syllable. Spell these words by writing the word syllable-by-syllable on the lines provided. All of these words use y as a vowel.”

Activity Book, Lesson 19, Activity D Spell the Words by Syllable

1. copy cop y 2. hypnotize hyp no tize 3. system sys tem 4. systematic sys tem at ic 5. justify jus ti fy

[NOTE: When saying words by syllable, just where to place a consonant sound may not be clear. Sometimes they can go either at the end of one syllable or at the beginning of the next one. Don‟t worry too much about this. One of the things you are teaching students is to be flexible. For the word systematic, the second syllable will be /tə/. When reviewing the answers, point out that the /tə/ is difficult to spell because the schwa can be spelled with any vowel. However, point out that the students spelled the root word in the previous item: system. This gives them a clue as how to spell the schwa in systematic. Justify also has a schwa sound. That explains why the second syllable does not have a long-i sound even though it ends with a vowel. If you have time, have students identify the syllable pattern for each syllable.]

Lesson 19

Lesson Plans 19-5



Say, “You have studied four different syllable patterns. Can anyone tell me one syllable pattern? (CVC) Can anyone give an example of a CVC syllable?” (cat) [NOTE: Continue with all four syllable patterns: CVC, VCe, open, and Cle.]

≈ Write the syllable patterns and examples on the board.

Say, “Good. Now let‟s review the procedure for recognizing and dividing words

into syllables. When we read and spell by syllable, long words become much easier. The combination of using the procedure plus recognizing by sight common syllable patterns will make you a more fluent reader and speller.”

≈ Write „The accident was an unintended result of negligence.‟ on the board.

Say, “The accident was a blank result of blank. I don‟t know two of these

words. The first word is a multisyllabic word, that is, it has more than one syllable. The first thing to do is see if we can guess what the word is from the context. The accident was a blank result of blank. I really don‟t know what the word might be. I‟m going to go to the next step and look for roots, suffixes, and prefixes.

Ask, “Do you see any prefixes or suffixes?” (un-, in-, -ed)

Divide the prefixes and suffix from the root by putting a box around them:

un / in / tend / ed.

Say, “So, just by recognizing the prefixes and suffix, we have divided all of the

syllables in this word. Can someone read the word?” Say, “Let‟s check the context. The accident was an unintended result of

blank. OK, I‟ve got unintended, but I‟m still not sure of the last word. I‟m going to divide it.”

≈ Write negligence on the board and mark the word as you use the following

script.

Say, “OK, I don‟t recognize any prefixes or suffixes.” [NOTE: If students tell you that –ence is a suffix, tell them that you are so proud of them finding a suffix that you missed.]

Say, “I‟m going to underline the vowels.”

Lesson 19

Lesson Plans 19-6

Say, “OK, between the e and i, there are 2 consonants, so I‟m going to divide between them.”

Say, “Between the i and e, there is only one consonant, so I‟m going to divide

before the g. Let‟s see if can get the word now. Wow. This is a really, really hard word. Can anyone read it?”

Pronounce the word with alternate pronunciations. Say, “l-i is an open syllable. I‟ll try a long i: neglīgence Say, “That just doesn‟t sound right. I remember that sometimes the vowel in

an open syllable in the middle of the word is a schwa. I‟ll try that: /neglәgence/.

Say, “Let me try that word in the sentence: The accident was an unintended result of negligence. That makes sense to me, but negligence is a tough vocabulary word. Does anyone know what it means?” It has the same root as the word neglect. What does neglect mean?” (To not take care of your responsibilities.)

Say, “So negligence is when you don‟t take care of your responsibilities. The

driver must have been driving without being responsible. She didn‟t intend, or mean, to have an accident, but it was her fault because she was negligent.”

Say, “Now turn your attention to Activity E.”

Say, “Now it is your turn to divide the words into syllables. If you need help,

refer to the Strategy for Reading Multisyllabic Words in your Activity Book.” Activity Book E Syllabification

1. in / mate 5. syn / thet / ic

2. hope / less / ly 6. e / lec / tion

3. ac / com / plish / ing 7. a / dop / tion

4. pun / ish / ment 8. in / ten / sive

[NOTE: We have boxed the prefixes and suffixes in this activity. The students are not likely to recognize all of them, which is not a problem. For example, we would not expect them to recognize that ac is an assimilated prefix coming from ad in the word accomplishing. It is fine for them to treat the ac as a syllable. Also, accept either –tion or –ion as the suffix in 6 and 7.]

Lesson 19

Lesson Plans 19-7

Display the transparency/PowerPoint and have students check their work. Review each word with the students, working through the procedure each time.

Ask the students to read the words in Activity E.


Say, “Now turn to Activity Book F for Lesson 19. I am going to dictate some

words for you to write. Then you will divide some words into syllables.”

Activity Book, Lesson 19, Activity F Progress Check

1. Monkey A monkey as a baboon is a primate. 2. Reply He received his reply to his invitation within seconds. 3. Boneless I prefer buying boneless chicken as in cooks faster. 4. Restate I will restate the question so you will understand it better. 5. Dismissed The captain dismissed the soldiers from their line. 6. Penniless I have lost all my money and I am left penniless. 7. Satisfy He always likes to try different foods but he can never satisfy

his hunger. 8. Angry The ticket for violation of parking time made me so angry. 9. Laziness When you move from the couch to the bed your laziness is so

obvious. 10. Sickeness It is astonishing that despite his sickness and his lack of

movement his spirit remains uplifted.

Syllabification Example: reduction re/duc/tion

1. Translation trans/la/tion 2. Completion com/ple/tion 3. Calculation cal/cu/la/tion 4. Refinish re/fin/ish 5. Astonishment as/ton/ish/ment 6. Shamefulness shame/ful/ness 7. Spiteful spite/ful 8. Development de/vel/op/ment 9. Unlikely un/like/ly 10. Gratefulness grate/ful/ness

Lesson 19


Activity Book, Lesson 19, Activity A Apply the Rules

Word Rule #

rot + en rotten 3

safe + er safer 1

complete + ly completely 1

luck + y + est luckiest 2

drum + er drummer 3

lone + ly + ness loneliness 1, 2

sure + ly surely 1

shine + ing shining 1

strip + ed stripped 3

carry + ing carrying 2

brave + ly bravely 1

carry + ed carried 2

Lesson 19


Activity Book, Lesson 19, Activity B Separate the Words

Root Word Suffix

hopping hop ing

hoping hope ing

scary scare y

gripping grip ing

griping gripe ing

hurrying hurry ing

supplied supply ed

Lesson 19


Activity Book, Lesson 19, Activity C Identify the Sound

cry baby system

synonym

empty

multiply

occupy

hypocrisy

fifty

qualify

cynical

hydrogen

synthetic

dynamite

cyclone

Lesson 19


Activity Book, Lesson 19, Activity D Spell the Words by Syllable

1. copy cop / y

2. hypnotize hyp / no / tize

3. system sys / tem

4. systematic sys / tem / at / ic

5. justify jus / ti / fy

Lesson 19


Activity Book, Lesson 19, Activity E Syllabification

1. in / mate 5. syn / thet / ic

2. hope / less / ly 6. e / lec / tion

3. ac / com / plish / ing 7. a / dop / tion

4. pun / ish / ment 8. in / ten / sive

Lesson Plans 20-1

Lesson 20

Digraph vowels: ai, ay, ee, ey

Lesson Overview This lesson reviews the short and long vowel sounds and introduces the vowel digraph syllable pattern. In addition, it provides syllabification practice with words that have the vowel digraph syllable pattern and the previous taught patterns. The lesson includes the following parts:

- Review - Document of the Day - New Pattern (-ai- and -ay) - Extending the Pattern - Syllabification - Extending the Pattern: Prefixes and Suffixes - Progress Check - Smooth Reading


Objective To learn the vowel digraph syllable pattern To review short and long vowels


- Activity Book, Lesson 20, Activity A: Sort the Words - Activity Book, Lesson 20, Activity B: Sort the Words - Activity Book, Lesson 20, Activity C: Sort the Words - Activity Book, Lesson 20, Activity D: Syllabification - Activity Book, Lesson 20, Activity F: Smooth Reading

Preparation

Display the Six Syllable Patterns Chart. Put an asterisk next to the Vowel digraph pattern

Lesson 20

Lesson Plans 20-2

Introduction Estimated Time: 1 min. Say, “Today we are working on Lesson 20. In this lesson we will learn about

digraph vowels, which are vowels that appear together to represent one sound or a new sound. This is a new syllable pattern for us. This is the fifth of six patterns we will learn. So, we are getting close to knowing all of the syllable patterns.”

Say, “Before we start on digraphs, let‟s do a quick review of syllable patterns we have already learned.”

Review Estimated Time: 5 min. ≈ Write „dem strate on’ on the board.

Ask students to read each syllable and to identify each syllable pattern (e.g.,

dem is a CVC syllable). Say, “Can anyone put these three syllables together in an order that would

form a word?” (dem/on/strate) Say, “Great. So, recognizing syllable patterns helps us to read long words.

Let‟s try a couple more.” Repeat with incompletely: (in ly com plete) and confiscate: (fi con scate)


Say, “Please take a look at the Document of the Day in your Activity Book.”

The Main Street Meet and Greet Sunday, May 9th at three p.m.

Come and meet us for a day of play! Games, Fun and Projects for the whole family!

Win money and other prizes!

In case of rain, to be held at Green Valley Ranch. Say, “Could someone read the Document to the class?”

Lesson 20

Lesson Plans 20-3


Say, “Many of the words in this document have a double vowel pattern or

digraph.”

Point to the Vowel Digraph pattern on the Six Syllable Patterns Chart.

Read the explanation for the vowel digraph pattern. Say “In a vowel digraph we have two vowels that work together to represent one sound. For example in the word wait the letters a and i make the long /a/ sound. We will work with the different vowel combinations in this lesson and in another lesson.”

Say, “Go through the document and circle all of the words that have a double

vowel. Remember that the letter y can act as either a vowel or a consonant.” (main, street, meet, greet, Sunday, May, three, day, play, money, rain, green, valley)

Say, “Read the words to yourself and listen to the vowel pairs.”

Explain, “Even though there are two vowels, each pair represents one sound.”

Ask, “What are the vowel sounds that you hear?” (/ā/, /ē/)

Ask, “What are the vowel combinations that represent each sound?” (ai, ay =

/ā/, ee, ey = /ē/) Say, “That is right. Notice that they have the same long vowel sound that we

find in the VCe syllable.”

≈ Write mane and main on the board.

Ask, “How do you pronounce m-a-i-n? How about m-a-n-e? Is there any

difference between the way we say the two words?” (no) Say, “Right. They are homonyms. They sound the same, but they don‟t mean

the same thing. What does m-a-n-e mean?” (It is what you find on the neck of a horse or lion.)

Ask, “How about m-a-i-n?” (It means primary, like the main idea.)

Say, “Good. So the digraphs we are studying today have the same long vowel

sounds that we find in VCe syllables.” Say, “Let‟s look at Activity A.”

Lesson 20

Lesson Plans 20-4

Explain, “Using the words that you‟ve circled in the Document of the Day, list the words by their vowel sounds in the appropriate column.”

Activity Book, Lesson 20, Activity A Sort the Words


Say, “In Activity A, you sorted the words by their sounds. Now, in Activity B,

let‟s sort the words by their spellings. Write the words under the correct columns according to the way they are spelled.”


ai ay ee ey

main rain

Sunday May day play

street meet greet three green

money valley


Ask, “Look at the columns in Activity B. Can someone tell me what the

pattern is for when the different spellings are used?” (ai, ee, are used in the middle of words; ay, ey are used at the end.)

Additional Words for Re-Teaching: ai-plain, stain, grain, claim, ay bay, clay, stay, May, ee feet, screen, seen, weed, -ey monkey, alley, hockey, Jersey.


Say, “The vowel digraph e-y has two sounds.” Ask, “What is the sound that e-y represents in key?” (/ē/) Ask “What is the sound that e-y represents in they?” (/ā/)

/ā/ /ē/

main Sunday

May day play rain

street meet greet three money green valley

Lesson 20

Lesson Plans 20-5

Say, “Read the words in Activity C and sort them according to the sound that e-y represents. Write each word under the key word that matches its e-y sound.”

Activity Book, Lesson 20, Activity C Sort the Words

1. parsley 6. obey 2. hey 7. turkey 3. chimney 8. survey 4. prey 9. valley 5. money

Display the transparency/PowerPoint and have students check their work. Ask, “Would someone like to read the words they have listed under the key

word key?” (parsley, chimney, money, turkey, valley) Explain, “There are really very few words in English that end in e-y and have

the long a sound. They are mostly common words. Would someone please read the words under the key word they?” (hey, obey, survey, prey)

[NOTE: Students have learned about the e-y digraph at the end of words when they studied the sounds of y. This lesson extends the pronunciation to the words with the digraph e-y pronounced /ā/.]

Syllabification Estimated Time: 5 min

Say, “Now turn to Activity D in your books.”

Say, “There is a list of ten words. Follow the syllable division strategy to divide the words.”

Say, “Let‟s do the first one together. I will underline the vowels, a-i and the e. I underline the a-i as one vowel because the digraph a-i represents one sound, /ā/. There is one d between the vowels. I will try dividing before the d. OK, the pronunciation of the first syllable would be /ā/. The word is maiden.”

Ask, “I wanted to demonstrate marking the vowel digraph a-i as one vowel

sound. But, I skipped a step in our procedure. Can anyone explain what I skipped?” (Looking for chunks like prefixes or suffixes.)

Say, “Right. So, are there any chunks?” (Yes, there is the suffix, en, and the

root maid.)

key they

parsley hey chimney obey money survey turkey prey valley

Lesson 20

Lesson Plans 20-6

Say, “Great. So I could also read this word by recognizing the suffix and the root. Flexibility is the key.”

Say, “Now go through and complete the list on your own, using the syllable division strategy.”

Activity Book, Lesson 20, Activity D Syllabification

1. mai/den 6. re/main/der 2. ho/key-po/key 7. jam/bor/ee 3. ap/prais/al 8. fif/teen 4. chim/ney 9. re/pair/man 5. main/stay 10. pray/er



Say, “I am going to dictate some real words for you to write in Activity E.”


Teacher Models the Syllable Strategy Say, “Please look at Activity F. We are going to practice reading. If you come

across a long word that you don‟t know, a good strategy is to divide it into syllables. Today we added a new syllable pattern to use with our strategy.”

Activity Book, Lesson 20, Activity E Progress Check

1. strain The strain of lifting the bricks hurt her back. 2. kidney John had his kidney removed in the hospital. 3. subway Riding on the subway is always interesting. 4. explain It is hard to explain why the sky is blue. 5. display The display of lights was quite lovely. 6. street Look both ways when crossing the street. 7. wiping Use the clean sponge when wiping the table. 8. promotion Jill‟s promotion at work increased her salary. 9. punish Parents punish their children for bad behavior. 10. absent Katie was absent from school all week.

Lesson 20

Lesson Plans

20-7

Display the transparency/PowerPoint with the passage. Activity Book, Lesson 20, Activity F Smooth Reading

Vaneeda is fifteen and wants more freedom from her parents. But because she is constantly complaining and is often impolite, her parents have not agreed. One night while her parents were asleep, Vaneeda discreetly left the house to meet her friends. When her parents found out, they sent her to Tennessee to live with her uncle.

Say, “I will read the sentence to check the context of the words. Vaneeda is blank and wants more blank from her parents.”

Say, “O.K. The first word doesn‟t look too hard. I don‟t see any chunks that I

recognize, so I‟ll divide the syllables. I‟ll underline the i and the e-e. I know that the vowel pair in the second syllable is a digraph and that the two e’s make one sound. So, between the i and the e-e, there are two consonants. I‟ll divide between the f and the t. The first syllable is a CVC with a short vowel. That would be /fif/ and the second syllable is /teen/. The double e-e has a long e sound. So the word is fifteen. Let me check the context again. Vaneeda is fifteen and wants more blank from her parents. That works so far.”

Say, “I‟m going to guess that she wants more freedom. I recognize a chunk in

the word—free, which is the root word, and I know it makes sense with the context.”

[NOTE: Students may have difficulty reading the name, Vaneeda. Tell them that it is a name and that names can be difficult to pronounce because sometimes they don‟t follow the patterns. But, tell them that they can apply their strategy to get this name. Ask a student to model the strategy.]


bold italics. Use the strategy to figure out the words in bold italics. Underline the vowels and use slashes to divide words into syllables. Look for the -Cle syllables. Be sure the sentences make sense. Raise your hand if you need help.”




Lesson 20

Lesson Plans

20-8




[NOTE: Students work in pairs. They each read the passage to their partner. The partner gives corrective feedback. After one reads, the other reads. If time permits, they can each read it two or more times.]

Lesson 20



/ā/ /ē/

main

Sunday

May

day

play

rain

street

meet

greet

three

money

green

valley

Lesson 20



ai ay ee ey

main

rain

Sunday

May

day

play

street

meet

greet

three

green

money

valley

Lesson 20



key they

parsley hey

chimney obey

money survey

turkey prey

valley

Lesson 20



1. mai/den 6. re/main/der

2. ho/key-po/key 7. jam/bor/ee

3. ap/prais/al 8. fif/teen

4. chim/ney 9. re/pair/man

5. main/stay 10. pray/er

Lesson 20


Activity Book, Lesson 20, Activity F Smooth Reading

Vaneeda is fifteen and wants more

freedom from her parents. But because she

is constantly complaining and is often

impolite, her parents have not agreed.

One night while her parents were asleep,

Vaneeda discreetly left the house to meet

her friends. When her parents found out, they

sent her to Tennessee to live with her

uncle.

Lesson Plans 21-1

Lesson 21

Digraph vowels: oa, ou, ow

Lesson Overview This lesson reviews the digraph vowels (ai, ay, ee and ey) and introduces the digraph vowels oa, ou and ow. In addition, the lesson provides instruction in regards to the spelling of the digraph vowels. The lesson includes the following parts:

- Review - Document of the Day - New Pattern oa, ou, ow - Sounds of ow - Three spellings for long /o/ - More practice for ou and ow - Progress Check - Smooth Reading


Objective To learn the spelling patterns for the digraph vowels oa, ou, and ow To review digraph vowels ai, ay, ee, ey


- Activity Book, Lesson 21, Document of the Day - Activity Book, Lesson 21, Activity B: Sort the Words - Activity Book, Lesson 21, Activity D: Sort the Words by

their Spelling - Activity Book, Lesson 21, Activity E: Underline the

Correct Spelling - Activity Book, Lesson 21, Activity G: Smooth Reading

Preparation

Lesson 21

Lesson Plans 21-2


Say, “Today we are working on Lesson 21. In this lesson we will learn about the digraphs o-a, o-u, and o-w.”

Say, “You learned that digraph vowels are vowels that always appear together

to represent one sound or a new sound.” Say, “Before we start on the new digraphs, let‟s quickly review the vowel

digraphs we‟ve already covered.”


≈ Write main, day, meet, and valley on the board.

Explain, “Even though there are two vowels, each pair represents one sound.”

Ask, “What are the vowel sounds that you hear?” (/ā/, /ē/)

Ask, “What are the vowel combinations that represent the sound /ā/?” (ai, ay

= /ā/) Ask, “What are the vowel combinations that represent the sound /ē/?” (ee, ey

= /ē/) Ask, “Where do we find the a-i and the a-y in words?” (ai is used in the

middle of words; ay is used at the end.) Ask, “What about e-e and e-y?” (ee is used in the middle of words; ey is used

at the end.) Say, “The vowel digraph e-y has two sounds.”

Ask, “What is the sound that e-y represents in key?” (/ē/)

Ask, “What is the sound that e-y represents in they?” (/ā/)


Say, “Please take a look at the Document of the Day in your Activity Book.” Display the Document of the Day transparency/PowerPoint.

Lesson 21

Lesson Plans 21-3

Al’s Drug Store

We discount all eye shadow and eyebrow pencils. We carry thousands of products for all beauty needs.

All soap on sale tomorrow! Say, “Could someone read the document to the class?”

Say, “Look at the word discount. The second syllable is count. What is the

sound of the vowel?” (/ou/) Say, “That is right: /ou/. This is a new sound for us. It is one of the 44 sounds

in English. Sometimes when we put two vowels together, they represent a new sound. Some vowel sounds are neither long vowels nor short vowels; we can call them „other vowels‟. These vowel sounds are usually spelled with vowel digraphs. Listen as I segment the sounds in count: /c/ /ou/ /n/ /t/. Can someone say the vowel sound that the o-u represents in the word count?” (/ou/)

Say, “That is right. It has a new sound. There is another vowel digraph that

also represents that sound: o-w.”

≈ Write cow on the board. Segment the word: /k/ /ou/.

Say, “So, there are 2 ways to spell the sound /ou/: o-u or o-w. Now, I have a

tricky question for you. Can anyone find a word in the Document of the Day that has the vowel digraph o-w and represents the sound /ou/? Be careful. This is a bit of a trick question.” (eyebrow)

Say, “Excellent. Eyebrow is a compound word. The second syllable is brow. If

I segment it, the sounds are /b/ /r/ /ou/. You are right. The vowel digraph o-w represents the sound /ou/. But, what about shadow? Shadow has the vowel digraph o-w.” (But the o-w in shadow represents the sound of a long o: /ō/.)

Say, “So, let‟s summarize what we have learned from the words in the

Document of the Day: 1. Sometimes 2 vowels come together to form a vowel digraph that makes

a new sound that is neither a short vowel nor a long vowel. 2. In our Document, the new sound we are studying is /ou/. 3. There are 2 ways to spell /ou/: o-u and o-w. 4. The digraph o-w can also be pronounced like a long o: /ō/.

Say, “There are 2 other things I‟d like to point out before we practice these

vowel digraphs: 1. Remember that w can sometimes be used as a vowel. That is why we

call o-w a vowel digraph.

Lesson 21

Lesson Plans 21-4

2. There is one other vowel digraph in our Document of the Day. It does not represent a new sound. Take a look at the word soap in the last line. Notice that the o-a in soap represents a long o sound.

O.K. Let‟s practice reading and spelling our new vowel digraphs.”


Say, “Our three new vowel digraphs in this lesson are o-a, o-u, and o-w.

Remember that w sometimes is a vowel.” Say, “Let‟s look at Activity A. There are two columns of words that use our

three vowel digraphs in this lesson. Let‟s read the lists to make sure we know how to pronounce the words.”

Activity Book, Lesson 21, Activity A Read the Words

1 2

boat town

coast low

throat cow

loan mow

out now

noun allow

cloud follow

around window

Say, “Now, in Activity B, we are going to sort these words by the sound that the vowel digraphs make. Notice that I said the sound. So, the words in each column will have the same vowel sound but not necessarily the same spelling. Let‟s do the first one together.”

[NOTE: If students find this task difficult, work through several words with them until they can do the task independently. You may wish to do the activity as a whole class activity to demonstrate and reinforce the sounds of the digraphs.]

Lesson 21

Lesson Plans 21-5



Ask, “What are the vowel sounds that you hear?” (/ō/, /ou/)

Say, “Right. The words with long o are in the first column. The words with the

/ou/ sound are in the second column. Now let‟s look at each of the vowel digraphs separately. What sound does o-a represent?” (long o; /ō/)

Say, “Great. Does the o-a have any other sound?” (no)

Say, “OK. What about the sound of o-u?” (It has the sound /ou/.)

Say, “Right. Any other sound?” (no)

Ask, “What about the sound of o-w?” (It has 2 sounds. ou can represent

either /ou/ or /ō/.) Say, “Let‟s write this information on the board.”

≈ Write: long o sound = ow or oa.

ou as in loud = ou or ow. Say, "Take a look at the words with ow in Activity B. Where do you find the ow

in the words? (It is at the end of the words except in town.) Say, “That‟s right. When ow represents the sound /ō/, it comes at the end of

words.” Say, “Let‟s investigate these digraphs a little more.”

Additional Words for Re-Teaching: ow- growl, owl, frown, below, billow,

oa-boast, goat, toast, coat ou-sound, couch, scout, count

/ō/ as in go /ou/ as in loud

boat coast throat loan low mow

follow window

out noun cloud

around town cow now allow

Lesson 21

Lesson Plans 21-6

Sounds of ow Estimated Time: 5 min.

Say, “Now turn to Activity C in your books. Remember we discovered there are two pronunciations for o-w: /ō/ or /ou/. Read the words in Activity C to yourself. If the word doesn‟t make sense with one pronunciation, try the other one. Then we will read the words aloud.”

Activity Book, Lesson 21, Activity C Read the Words

1 2

down follow

drown drowsy

bowl elbow

thrown endowment

towel widow

shower bow

[NOTE: Point out that bow can be pronounced either way.]

Three Spellings for Long o Estimated Time: 5 min.

Say, “We now know three spellings of long o: o-consonant-e, o-a and o-w.

Please turn to Activity D so we can practice these different spellings for the same sound.

Say, “I am going to dictate some words. Write the words under the correct

column, that is, write the words under the column where the key word has the same spelling for the long o sound. Let‟s do the first one together.”

Say, “The first word is coast. It is spelled c-o-a-s-t. So, I will write it under

coat. The long o is spelled with an o-a.”

Dictate the following words: below cone throat follow throne loan window stroke

Lesson 21

Lesson Plans 21-7

Activity Book, Lesson 21, Activity D Sort the Words by their Spelling


Additional Words for Re-Teaching: VCe-stone, chose, broke, oa- float, load, toad, ow- glow, flow, widow.

More Practice with ou and ow Estimated Time: 10 min.

Say, “It is sometimes hard to know whether to use o-u of o-w to spell the sound

/ou/. Turn to Activity E in your books. Each of the words is spelled two ways, but only one is correct. Underline the one that you think is correct.”

Activity Book, Lesson 21, Activity E Underline the Correct Spelling

1. pouerful powerful 2. vowel vouel 3. towel touel 4. announce annownce 5. thowsand thousand 6. around arownd 7. cownter counter 8. account accownt 9. county cownty 10. discownt discount

Display the transparency/PowerPoint and have students check their work. Say, “Let me give you a few hints about spelling the vowel digraphs o-u and o-

w. These hints are written in your book below Activity E. 1. o-w is the most common way to spell the long o sound at the end of word.

For example: snow, low, show. 2. Use o-w at the end of word for the /ou/ sound.

For example: cow, now, eyebrow o-u appears in the middle of words more often than o-w.

For example: out, mouth, loud

poke coat snow

cone throne stroke

coast throat loan

below follow

window

Lesson 21

Lesson Plans 21-8

Additional Words for Re-Teaching: ou-amount, pound, found, ow-drown, gown, growl.


Say, “I am going to dictate some real words for you to write in Activity F.”

Smooth Reading Estimated Time: 15 min. Teacher Models the Syllable Strategy Say, “Now turn to Activity G. We are going to practice reading and using our

Strategy for Reading Multisyllabic Words. If you come across a long word that you don‟t know, a good strategy is to divide it into syllables.”


Activity Book, Lesson 21, Activity G Smooth Reading

You have grown so much since I saw you for your last doctor‟s appointment! You sprouted like a weed! I remember when you didn‟t know how to pronounce your name or count to ten. You used to throw your food on the floor and shout loudly when you didn‟t get what you wanted.

Say, “I am going to read the first sentence of our Smooth Reading paragraph.

I‟m pleased because I can read the first targeted word. It is grown. So, the sentence is „You have grown so much since I saw you for your last doctor’s


1. throat I had a sore throat from shouting last night. 2. yellow The sun looks yellow in the sky. 3. discount I get a discount at this store because my friend owns it. 4. window My car window was smashed last night. 5. outstanding You did an outstanding job on your homework! 6. allow My mother would not allow me to stay home alone. 7. treatment I did not like my treatment at the prison facility. 8. concentrate I can‟t concentrate when the television is on. 9. example The test had one example before the test items. 10. advocate My lawyer is an advocate of my legal rights.

Lesson 21

Lesson Plans 21-9

blank.‟ Context really helps in this sentence. I think the word is appointment.”

Say, “I‟ll double-check by decoding it. First, I‟ll Look for Chunks. I recognize

ment, so I‟ll box it. I‟ll underline the vowels: the a and the o-i. I know to keep the o-i together because it is a digraph. There are two p‟s between the vowels. I‟ll divide between them. The first CVC syllable would be /ap/. I recognize the next syllable which is a root word: point. Ap-point-ment. I‟m close enough to realize my guess from context is right. I just have to make the first a a schwa, and I have got the word: appointment.”



Students Read Words and Discuss

When the students are mostly done, ask individual students to read a sentence






Lesson 21


Document of the Day Words with o-u, o-w, and o-a Digraphs

Al’s Drug Store

We discount all eye shadow and eyebrow pencils.

We carry thousands of products for all of your beauty needs.

All soap on sale tomorrow!

Lesson 21



/ō/ as in go /ou/ as in loud

boat

coast

throat

loan

low

mow

follow

window

out

noun

cloud

around

town

cow

now

allow

Lesson 21


Activity Book, Lesson 21, Activity D Sort the Words by their Spelling

poke coat snow

cone

throne

stroke

coast

throat

loan

below

follow

window

Lesson 21


Activity Book, Lesson 21, Activity E Underline the Correct Spelling

1. pouerful powerful

2. vowel vouel

3. towel touel

4. announce annownce

5. thowsand thousand

6. around arownd

7. cownter counter

8. account accownt

9. county cownty

10. discownt discount

Lesson 21



You have grown so much since I saw you for

your last doctor’s appointment! You

sprouted like a weed! I remember when you

didn’t know how to pronounce your name or

count to ten. You used to throw your food

on the floor and shout loudly when you

didn’t get what you wanted.

Lesson Plans 22-1

Lesson 22

Digraph vowels: oi, oy, oo

Lesson Overview This lesson reviews the previously taught digraph vowels and focuses on the digraph vowels oi, oy and oo. In addition instruction is provided on the spelling of syllable vowels. The lesson includes the following parts:

- Document of the Day - Review - New Pattern (oi, oy, oo) - Spellings of /oi/ - Syllabification - Progress Check - Smooth Reading


Objective To learn the spelling patterns for the digraph vowels oi, oy, oo

To review digraph vowels ai, ay, ee, ey, oa, ou, ow

Materials Strategy for Reading Multi-syllabic Words Chart Six Syllable Patterns Chart Five Transparencies/PowerPoints:

- Activity Book, Lesson 22, Activity A: Sort the Underlined Words

- Activity Book, Lesson 22, Activity B: Sort the Italicized Words

- Activity Book, Lesson 22, Activity C: Sort the Words - Activity Book D, Lesson 22, Activity: Syllabification - Activity Book, Lesson 22, Activity F: Smooth Reading

Preparation

Lesson 22

Lesson Plans 22-2


Say, “Today we are working on Lesson 22. In this lesson we will learn about the vowel digraphs o-i, o-y, and o-o.”

Say, “You learned that digraph vowels are vowels that always appear together

to represent one sound. Sometimes they can make a new sound. For example, o-i represents the sound /oi/, which is one of the approximately 44 sounds in English. The /oi/ sound can also be spelled o-y.”

Say, “Before we start on the new digraphs, let‟s have a quick review of the

vowel sounds we‟ve already covered.”


Say, “Please take a look at the Document of the Day in your Activity Book.”

Boy Scout Cook’s Round-up Menu

Good Food *

Oyster Chowder *

Sprouted Soy and Bamboo Shoot Salad *

Pan Fried Brook Trout with Sour Lemon Pork Tenderloin with Grilled Asparagus

Sirloin Tips with Wild Mushrooms Yellow Fin Tuna with Mango Salsa

Flour-dusted Kangaroo with Brown Sauce Bowtie Pasta or Elbow Macaroni with Garlic Olive Oil

* Oatmeal Cookies or Macaroons

Say, “Our Document of the Day is loaded with vowel digraphs. Could someone

read the document to the class?”


Say, “Let‟s review a couple of the digraphs we have already learned.”

Say, “Turn to Activity A in your books.”

Lesson 22

Lesson Plans 22-3

Explain, “Using the words that are underlined in the Document of the Day, list

them in the column that has the word with the same vowel sound. You will need to read the words to yourself and listen to the vowel sound. If you need to say them out loud quietly, that is fine.”

Say, “Let‟s do the first one together. The first underlined word is scout. If I

segment the word into its sounds, I get /s/ /k/ /ou/ /t/.” Segment the word several times, isolating the vowel. Then compare the vowel

sound to the key words below: out and snow. Be sure that students can recognize that the vowel sound in scout and out is the same. Then write scout under the column headed out.

Activity Book, Lesson 22, Activity A Sort the Underlined Words

out snow

scout round

chowder sprouted

trout sour flour

brown

yellow bowtie elbow

Display the transparency/PowerPoint and ask students to check their work.

Have students read the words in the „out‟ column. Ask, “How many spellings did you find for the sound /ou/?” (2; o-u and o-w)

Say, “Great. Look at the second column labeled snow. Please read those

words aloud. So, I see that this o-w has 2 sounds. What are they?” ( /ou/ and /ō/)


Say, “Now let‟s take a look at Activity B.”

Explain, “Sort the italicized words from the Document of the Day into the

column that has the word with the same vowel sound. Read the words to yourself and listen to the vowel sounds.”

Lesson 22

Lesson Plans 22-4

Say, “Let‟s do the first one together. The first word is boy. The digraph vowel o-y in sounds the same as the o-y in joy, so write boy it in the column labeled joy.”

Say, “Now continue the rest of the exercise on your own.”

[NOTE: If students have difficulty seeing the words with italics, have them circle or highlight them.]

Activity Book, Lesson 22, Activity B Sort the Italicized Words Display the transparency/PowerPoint and ask students to check their work.

Have students read the words in the „joy‟ column. Say, “Notice the sound of the vowel in these words: /oi/. It is a new sound and

one of the approximately 44 sounds in English. Remember that when we put 2 vowels together, we sometimes get a new sound. /oi/ is one of those new sounds.”

Ask, “How many spellings do you find for the sound /oi/ in the first column?”

(2; o-i and o-y) Ask, “Where in a word do you find the spelling o-y?” (At the end of the word.)

Ask, “Where in a word to you find the spelling o-i?” (In the middle of the

word.)

Say, “Excellent. So, this is a case where there are a number of ways to spell the same sound, the long u sound. Vowels are the hardest thing there is about English.”

Ask, “Would someone please read the words in the „book‟ column?”

Say, “Thank you. What 2 letters are used to spell the sound /oo/?” (o-o)

joy boot book

Boy Oyster

Soy Tenderloin

Sirloin Oil

Food Bamboo Shoot

Mushrooms Kangaroo Macaroons

Cook’s Good Brook

Cookies

Lesson 22

Lesson Plans 22-5

Say, “Great. So the vowel digraph o-o has 2 pronunciations. What are they?” (/ū/ (rhymes with boot) and /oo/)

Additional Words for Re-Teaching: oi-choice, point, hoist, boil, anthropoid, -

oo as in boot-root, soon, cool, troop, rooster, oo as in book- hook, stood, wool, crook, wood.

Spellings of /oi/ Estimated Time: 5 min.

Say, “Now turn to Activity C in your books. For this activity, I will dictate

some words. I want you to write them under the correct column, according to their spellings. All of these words will have the sound /oi/. You must decide whether the /oi/ is spelled o-i or o-y.”

Say, “Let‟s do the first one together. The first word is toy. Which column

would you write toy in?” (under joy) Say, “OK. Now I will dictate some words for you to write in your books. Listen

carefully for the sound /oi/. All of these words except the first one have more than one syllable, so you must listen for the syllable with the sound /oi/. Remember the clue: o-y is used at the end of words.”

Dictate these words:

noise employ annoy appointment boyhood avoid destroy


joy oil

employ noise

annoy appointment

boyhood avoid

destroy

Display the transparency/PowerPoint and ask students to check their work. [NOTE: Explain that in the word boyhood the part boy is spelled with oy, instead of oi as it is the first part of a compound word. The same happens in words with common suffixes, e.g., enjoyment, joyful, employment.]

Lesson 22

Lesson Plans 22-6


Say, “Now turn to Activity D in your books.”

Say, “There‟s a list of 8 words. Using your syllable division procedure, divide

the words into syllables. Then pronounce the word quietly to yourself.” Activity Book, Lesson 22, Activity D Syllabification

1. un/der/stood 5. a/dult/hood 2. boy/cott 6. bam/boo/zle 3. ap/point/ment 7. an/noyed 4. hon/ey/moon 8. poi/son/ing

Display the transparency/PowerPoint and have students check their work and

ask the students to read the words aloud.


Say, “I am going to dictate some real words for you to write in Activity E.”

1. joyful I am glad you could join us on this joyful occasion! 2. employment Ben had temporary employment at the gas station. 3. avoiding Boris has been avoiding his wife this whole week. 4. shampoo Please buy me the shampoo for dry hair. 5. join We will join the fitness club once I get a raise. 6. cookbook Look in the cookbook for a recipe for meatballs. 7. Sunday My dad makes me dinner every Sunday. 8. complain I don‟t mean to complain, but this dinner is awful. 9. discount I hope to get a discount on this stained shirt. 10. Friday I would like to arrange a meeting for Friday.


Teacher Models the Syllable Strategy Say, “Now turn to Activity F. We are going to practice reading and using our

Strategy for Reading Multisyllabic Words. If you come across a long word that you don‟t know, a good strategy is to divide it into syllables.”


Lesson 22

Lesson Plans 22-7


The nuns rejoiced when they heard they were going to meet the newly appointed pope. They prepared a large needlepoint picture for him to express their total loyalty. Their voyage to Rome was tiring, but the nuns were still boisterous when they arrived.









Lesson 22


Activity Book, Lesson 22, Activity A Sort the Underlined Words

out snow

scout

round

chowder

sprouted

trout

sour

flour

brown

yellow

bowtie

elbow

Lesson 22


Activity Book, Lesson 22, Activity B Sort the Italicized Words

joy boot book

Boy

Oyster

Soy

Tenderloin

Sirloin

Oil

Food

Bamboo

Shoot

Mushrooms

Kangaroo

Macaroons

Cook’s

Good

Brook

Cookies

Lesson 22



joy

oil

employ noise

annoy appointment

boyhood avoid

destroy

Lesson 22



1. un/der/stood

2. boy/cott

3. ap/point/ment

4. hon/ey/moon

5. a/dult/hood

6. bam/boo/zle

7. an/noyed

8. poi/son/ing

Lesson 22



The nuns rejoiced when they heard they were

going to meet the newly appointed pope. They

prepared a large needlepoint picture for him to

express their total loyalty. Their voyage to Rome

was tiring, but the nuns were still boisterous

when they arrived.

Lesson Plans 23-1

Lesson 23

Digraph vowels: ea

Lesson Overview This lesson reviews the previously taught digraph vowels. In addition, it provides instruction on the different pronunciation of the digraph vowel ea. The lesson includes the following parts:

- Document of the Day - Review - New Pattern (ea) - Syllabification - Progress Check - Smooth Reading


Objective To learn the multiple pronunciations of the digraph vowel ea To review digraph vowels ai, ay, ee, ey, oa, oi, oy, oo, ow, and ou

Materials Strategy for Reading Multisyllabic Words Chart Four Transparencies/PowerPoints:

- Activity Book, Lesson 23, Activity A: Match the Vowel Sounds

- Activity Book, Lesson 23, Activity B: Sort the Words with ea

- Activity Book, Lesson 23, Activity C: Syllabification - Activity Book, Lesson 23, Activity E: Smooth Reading

Preparation

Lesson 23

Lesson Plans 23-2


Say, “Today we are working on Lesson 23. In this lesson we will learn about three different pronunciations of the vowel digraph ea.”

Review Estimated Time: 10 min. Say, “Before we start on the new digraphs, let‟s do a quick activity to review

the digraphs we‟ve already covered.” Say, “Turn to Activity A in your books.”

Explain, “You will see a column of words on the left. For each word in this

column, there is at least one word above the table with a matching vowel pronunciation spelled with a vowel digraph.”

Say, “Write the word from the list that has the matching sound in the space

next to the word in the left column. The letters representing the vowel sounds are in bold.”

Say, “Let‟s do the first word together. The word is train. Its matching word is

stay. They both have the long a sound.” Say, “Remember that the same digraph can have more than one pronunciation,

and that different digraphs may be pronounced the same. Activity Book, Lesson 23, Activity A Match the Vowel Sounds

pound, crow, valley, stay, boot, brook, boy

Word Matches

train stay

meet valley

throat crow

boil boy

chow pound

rude boot

cook brook


Lesson 23

Lesson Plans 23-3

Say, “As you can see, there‟s a lot to remember about digraph vowels. The key to learning which spelling to use is to practice reading and writing. The more exposure you have to seeing the different spellings in print, the more familiar they‟ll become.”

Say, “Also, be flexible! When you are writing a word and you are unsure of the

spelling, try it one way and see if it looks correct. If not, try using an alternate spelling.”

Say, “If you are using a word processing program, many of the misspellings will

show up as errors. There are of course instances where the spell check will not catch it as a spelling error because there is more than one way to spell a word.”

≈ Write tail and tale on the board.

For example, tail and tale sound the same but are spelled differently and have

different meanings. Do you know what each of these words mean? And of course, if you are really stuck, use the dictionary.”


Say, “Please take a look at the Document of the Day in your Activity Book.” Say, “Could someone read the document to the class?”

Dear Mom and Dad, I am having a great time at Friend‟s Leadership Camp. Summer is the best season to visit Alaska. The weather is pleasant. It is warm during the day, but it gets cold at night. I lost my sweater. Could you send me a new one? Yesterday we took a very long hike through a meadow, where we saw pheasants and eagles. I found a feather. I also found a leaf. I think it may be poison ivy because now I itch. We also visited a stream. The water was very cold and we saw bear and moose tracks. We also saw beavers, fish, and lots of bugs. Maybe I itch from the bug bites? My sneakers have a tear in them and got soaking wet in the stream. Could you send me a new pair? The food here is terrible. For breakfast, they make us eat oatmeal and drink mint tea. Last night we had mystery meat. I think it may have been woodchuck. The cook said it is good for us, and it will keep us healthy. Could you send me bread and peanut butter? I would also really like some lotion for my bug bites and rash. I hear the dinner bell. I have to go. We are having steak and apple pie. I hope the itching stops soon. Love, Heather

Lesson 23

Lesson Plans 23-4


Say, “Go through the letter from camp and underline all of the words that have the digraph e-a. The e-a will be in bold print so they should be easy to find.”

Say, “Read the words to yourself and listen to the vowel pairs.”

Explain, “Now look at Activity B. Using the words that you‟ve underlined in

the Document of the Day, list them in the column that has the word with the same vowel sound.”

Say, “Let‟s do the first one together. The first word with an e-a digraph vowel

is great. The digraph vowel e-a in this word rhymes with mate so write it in that column.”

Say, “The e-a digraph has three separate sounds.”

Say, “Now continue the rest of the exercise on your own. Take your time and

say the words aloud. This is a challenging activity.” Display the transparency/PowerPoint and have students check their work.

Ask, “How did everyone do? Did anyone have trouble with the words bear and

tear?”

Activity Book, Lesson 23, Activity B Sort the Words with ea

meet met mate

leadership season eagles leaf

stream beavers sneakers

eat oatmeal

tea meat

peanut really hear

weather pleasant sweater meadow

pheasants feather

breakfast healthy bread

Heather

great bear tear steak

Lesson 23

Lesson Plans 23-5

Say, “Congratulations if you got them. These are difficult. They do make the long a sound but the vowel sound is affected by the r that follows the vowels. This is called an r-colored vowel and you will be learning about them in your next two lessons.”

Say, “As you can see from the words you wrote in the columns, e-a usually

represents the sound /ē/. The second most common pronunciation of e-a is /e/. Finally, e-a sometimes represents /ā/.”

≈ Write the sentence „Eat steak and bread‟ on the board. Ask students to

pronounce the sound that the ea makes in each of these words. Explain that this sentence can help them remember the sounds of e-a.

Syllabification Estimated Time: 10 min. Say, “Turn to Activity C in your books.”

Say, “There‟s a list of ten words. Divide the words into syllables using your

syllable procedure.”


1. in/crease 6. threat/en/ed 2. heav/en/ly 7. un/bear/a/ble 3. un/pleas/ant 8. en/deav/or 4. dis/pleas/ed 9. seam/stress/es 5. prea/cher 10. weath/er


students to read the words aloud. Discuss the syllable division patterns and syllable patterns with students (e.g., In the word unpleasant, they might divide by boxing the prefix and suffix. Point out that the root is please. Ask what happened to the final e.)

Progress Check Estimated Time: 10 min. Say, “I am going to dictate some real words for you to write in Activity D.”

Lesson 23

Lesson Plans 23-6

Smooth Reading Estimated Time: 15 min. Teacher Models the Syllable Strategy Say, “Now turn to Activity E. We are going to practice reading the text using

our Strategy for Reading Multisyllabic Words and paying attention to the different sounds for the ea. If you come across a long word that you don‟t know, a good strategy is to divide it into syllables.”



I had a great dream last night. I dream that I found a hidden treasure in a grassy

meadow. When I woke up, I was so hungry, I ate a steak for breakfast! Then I went

outside to check the weather and took a breath of fresh air.


1. Greatness His greatness in leadership was shown from the first day. 2. Breakable I didn‟t know that this set of glasses was breakable. 3. Teacher Her dream is to become a teacher when she grow up. 4. Reason Please do not give me a reason to expel you. 5. Repeat I will repeat the question so you can write it down. 6. Pleasant My Summers in Greece are always so pleasant. 7. Relationship We need to reevaluate the relationship with our employees. 8. Around Please do not run around because you make me dizzy. 9. Avoid I am trying to avoid this meeting, but I am not sure I will succeed. 10. Mushroom I asked for a vegetable dish without mushrooms due to my allergy

Lesson 23

Lesson Plans 23-7

Students Apply the Strategy to the Passage Say, “Now I would like you to read the passage silently to yourself. The words

with the different sounds of ea are in bold italics. Use the strategy to figure out those words and then determine what the sound for the ea is. Underline the vowels and divide the words into syllables. Be sure the sentences make sense. Raise your hand if you need help.”


and then explain how they divided the target word(s) and identified the correct sound for the vowel digraph. As they explain what they did, write the target word with slashes between the syllables on the board so all the students can check their answers.

[NOTE: If you have time you may ask the students to create a sort for the different sounds for the ea. The students may categorize the words and discuss in their groups the sound that ea makes]





Lesson 23


Activity Book, Lesson 23, Activity A

Match the Vowel Sounds

pound, crow, valley, stay, boot, brook, boy

Word Matches

train stay

meet valley

throat crow

boil boy

chow pound

rude boot

cook brook

Lesson 23


Activity Book, Lesson 23, Activity B Sort the Words with ea

meet met mate

leadership

season

eagles

leaf

stream

beavers

sneakers

eat

oatmeal

tea

meat

peanut

really

hear

weather

pleasant

sweater

meadow

pheasants

feather

breakfast

healthy

bread

Heather

great

bear

tear

steak

Lesson 23



Syllabification

1. in/crease

2. heav/en/ly

3. un/pleas/ant

4. dis/pleas/ed

5. prea/cher

6. threat/en/ed

7. un/bear/a/ble

8. en/deav/or

9. seam/stress/es

10. weath/er

Lesson 23



I had a great dream last night. I dream that I found

a hidden treasure in a grassy meadow. When I

woke up, I was so hungry, I ate a steak for

breakfast! Then I went outside to check the

weather and took a breath of fresh air.

Lesson Plans 24-1

Lesson 24

Syllables with r-Colored Vowels

Lesson Overview This lesson provides a review of the spelling patterns of the vowel digraphs introduced in the previous lessons. It introduces the r-colored vowels, its variations and finally, it examines the suffix –er in words. The lesson includes the following parts:

- Review - New pattern - Reading Words - Extending the pattern: e-a-r - Syllabification - Progress Check - Smooth Reading


Objective To learn the r-colored vowel pattern To learn variations of the r-colored vowel pattern: e-a-r To learn the suffix -er To review the spelling patterns of vowel digraphs

Materials Strategy for Reading Multisyllabic Words Chart Six Syllable Patterns Chart Six Transparencies/PowerPoints:

- Document of the Day - Activity Book, Lesson 24, Activity A: Find the Misspelled

Words - Activity Book, Lesson 24, Activity B: Read the words - Activity Book, Lesson 24, Activity C: Underline the

Correct Spelling - Activity Book, Lesson 24, Activity E: Add the –er Suffix - Activity Book, Lesson 24, Activity G: Smooth Reading

Preparation

Display the Six Syllable Patterns Chart. Put an asterisk next to the r-colored pattern

Lesson 24

Lesson Plans 24-2


Say, “Today we are working in Lesson 24. We will learn how to read and spell syllables that have a vowel affected by the consonant r. We call them r-colored vowels.”

Say, “First, let‟s review some of the vowel digraphs that we have been

studying.”

Review Estimated Time: 5 min. Say, “Please turn your attention to Activity A.” Explain, “In this activity, you have a paragraph with ten misspelled words. Go

through the paragraph and underline all the words that are misspelled. Then write the correct spellings above the underlined words.”

Activity Book, Lesson 24, Activity A Find the Misspelled Words One morning, I went owtside ^outside to get my newspaper, but it was not there.

It was cold out, and I did not have my cote^coat on. I wayted ^waited until nine and then

I called the paperboi ^paperboy. He sed ^said he ran out of papers! I becaim^became angry

and demanded that he find a paper for me by nune ^noon. He agrede ^agreed and by

11:30, I had my Fridae ^Friday paper. I thanked him and gave him a piece of the

bred^bread I had just baked.


Explain that the best way to know how to spell the vowel digraphs is to read and write a lot. Seeing them in print will help them remember them. Ask the students if the words looked funny to them. Praise them for the ones they got correct.

Lesson 24

Lesson Plans 24-3

Document of the Day Estimated Time: 1 min. Display the Document of the day transparency/PowerPoint.

Accident Report Form

Name of Patient: Derk Thurber Date of Birth: February 12, 1964 Address: 10 Redbird Lane Sex: Male Lake Placid, New York

Relationship to Insured: Self Other Health Insurance Coverage (include policy number): None

New Pattern Estimated Time: 10 min. Say, “Today we are going to look at the effect that the consonant r can have

on the sound of vowels. Look at your Document of the Day. What is the name of the patient?” (Derk Thurber)

Say, “Good. Who can segment the name Derk into its sounds?” (/d/ /er/ /k/)

Say, “OK. So how many sounds are in Derk?” (3)

Say, “Excellent. There are four letters and three sounds. Why aren‟t there

four sounds?” (The e doesn’t really have a sound. All you really hear is the /r/.)

Point to the r-colored pattern at the Six Syllable Patterns Chart. Say, “Today, we are learning about the last of the 6 syllable types – r-colored.

An r-colored syllable has an r after the vowel. The r changes the sound of the vowel. There are two examples on the chart, „car‟ and „stir‟.”

Say, “Often when r follows a vowel, the sound of the vowel is affected by the

r. Take a look at Derk‟s last name. There are two syllables in his name. We divide between the two consonants, the r and the b. So, the first syllable is /thur/. Can someone segment Thur?” (/th/ /er/)

Say, “So, Thur only has two sounds. The t-h represents the one sound, and the

u-r also represents one sound. What is the name of the patient‟s street?” (Redbird Lane)

Lesson 24

Lesson Plans 24-4

≈ Write Derk, Thurber, and Redbird on the board. Circle the er in Derk, the ur

and er in Thurber, and the ir in Redbird. Say, “How is the e-r pronounced in Derk? (/er/) The u-r in Thurber? (/er/)

The i-r in Redbird?” (/er/) Say, “So, we have three spellings, e-r, u-r, and i-r, but they are all pronounced

the same way. Just like many of the vowel digraphs, the r-colored vowels can have the same pronunciation but different spellings.”

≈ Write bird, burd, and berd on the board.

Ask, “Which one of these words would be pronounced /berd/?” (All of them.)

Ask, “Which one spells /berd/?” (bird)

Say, “When an r follows a vowel and changes the pronunciation of the vowel so

that it is neither long nor short, we say that the vowel is an r-colored vowel.” Say, “Now look at the title of the Document of the Day.”

≈ Write Report and Form on the board.

Say, “These words have an o that is colored by the r. What is the

pronunciation of the o-r?” (/or/)

Say, “Great. So, when o is followed by r, the pronunciation is often a little different from e-r, i-r, and u-r. Can anyone find any other words that have r-colored vowels?” (birth, New York, other, coverage, number.)

[NOTE: If students mention February, commend them for noticing. Say that the pronunciation is different and that we will be discussing it later. If students mention insured, ask them to give the root word of insured. Ask what kind of syllable sure is. (VCe) Explain that sure is a tricky word and one that is good to learn, both as a word and as a syllable in words. Some students will pronounce the syllable as if it rhymed with her. Others will say it as if it rhymes with more of a long u. Would it work to say rhymes with ‘your’? If you wish, you can mention that different dialects will alter the pronunciation. Any pronunciation is OK, but the student must learn to recognize and spell the word.]

Additional Words for Re-Teaching: lure, church, burst, surf, start, sharp, shark, march, form, corn, north, storm, swirl, shirt, twirl, dirt.

Lesson 24

Lesson Plans 24-5


Say, “Turn to Activity B in your books. You will read words with –ur, -ir and –

er. Remember how the vowel sound changes next to the r. Remember to use our syllabification strategy when reading the words.”

Display the transparency/PowerPoint with the reading words Say, “Let‟s do the first word together. I will use the strategy for reading

multisyllabic words. I cannot figure out the word from the context. I see though that there are two parts and this is a compound word. I see that the first part of the word has an r-colored syllable /birth/. The second part is day. I will now read the word. The word is birthday.

Say, “Read the words to yourself first. Then read them with a partner. ” Activity Book, Lesson 24, Activity B Read the Words

1. Birthday 9. Serpent 2. Stir 10. Urgent 3. Hurt 11. Affirm 4. Term 12. Furnish 5. Confirm 13. Fern 6. Saturday 14. Burn 7. Concert 15. Lantern

8. Exert 16. Return

Say, “Now turn to Activity C in your books. When you are writing, sometimes you are not sure how to spell a sound that can have different ways of spelling it. Below are some words with the sound /er/. The /er/ can be spelled e-r, i-r, or u-r in these words. Look at the two spellings given and underline the one that is correct.”

Activity Book, Lesson 24, Activity C Underline the Correct Spelling

1. affirm afferm 2. retern return 3. occur occer 4. firniture furniture 5. sergery surgery 6. injury injiry

Lesson 24

Lesson Plans 24-6


Extending the Pattern: e-a-r Estimated Time: 5 min.

≈ Write early on the board.

Ask, “What is the first syllable in the word early?” (/er/)

Explain, “A less common way to spell the sound /er/ is e-a-r.” Say, “Now turn to Activity D. Let‟s read some of the words that are spelled e-

a-r.” Activity Book, Lesson 24, Activity D Read the Words

1 2

earth search

earnest heard

research rehearse

Say, “The words in Activity D are some of the common words that spell /er/

e-a-r.”

Syllabification Estimated Time:10 min.

Say, “-E-r is often used as a suffix indicating a person or thing that does

something. For example, a teacher is a person who teaches. Turn to Activity E. Add the suffix –e-r to the words in the exercise.”

Activity Book, Lesson 24, Activity E Add the –er Suffix

1. vote + er voter 5. desert + er deserter 2. roof + er roofer 6. produce + er producer 3. remove + er remover 7. intrude + er intruder 4. receive + er receiver 8. bake + er baker

Ask the students to read the words they have created. Display the transparency/PowerPoint and have students check their work.

Ask, “What spelling rule did you have to use when adding the suffix –e-r?” (The

drop a silent e rule. For example, in vote, you drop the silent e at the end of the word and add –er.)

Lesson 24

Lesson Plans 24-7


Say, “Now look at Activity F. Underline the correct spelling of the word in each

row.”


Say, “Please turn to Activity G. We are going to practice reading, using our

Strategy for Decoding Multisyllabic Words.” Display the transparency/PowerPoint for this reading passage.


I am having trouble finding transportation to the gathering. I want to arrive early so I can help hang the decorations and organize the room. But if I can‟t find a ride, I‟ll have to walk the thirty miles and be tardy.

Say, “I am having trouble finding…Well, I don‟t know that word. First, I‟ll

check the context. I am having trouble finding blank to the blank this weekend. The context is not helping me.”

Say, “Next, I‟ll Look for Chunks. I see a prefix–trans and a suffix–tion. I‟ll put

a box around them.”


1 burn birn bern

2 chirch cherch church

3 therst thurst thirst

4 force firce ferce

5 serch sirch search

6 subirb suburb suberb

7 cloudy clowdy cloody

8 destroi destrow destroy

9 heven heaven hehven

10 cloke cloak clowk

Lesson 24

Lesson Plans 24-8

Say, “Next, I‟ll divide the word into syllables. I‟ll underline the vowels. There are two consonants between the o and the a, so I‟ll try dividing between them.”

≈ Underline the vowels and divide the word with slashes as noted:

Trans/ por/ ta/ tion Say, “por is an r-colored syllable, so I‟ll say it like for. ta is an open syllable, so

I‟ll try a long a.” Say, “I‟ll blend the syllables. trans por ta tion. That is a word.”

Say, “So the whole sentence is: “I am having trouble finding transportation to

the gathering.” That makes sense.”


bold italics. Use the strategy to figure out the words in bold italics. Underline the vowels and use slashes to divide words into syllables. Be sure the sentences make sense. Raise your hand if you need help.”








Lesson 24


Activity Book, Lesson 24, Activity A

Find the Misspelled Words

One morning, I went owtside ^outside to get

my newspaper, but it was not there. It was

cold out, and I did not have my cote^coat on. I

wayted ^waited until nine and then I called the

paperboi ^paperboy. He sed ^said he ran out of

papers! I becaim^became angry and demanded

that he find a paper for me by nune ^noon. He

agrede ^agreed and by 11:30, I had my Fridae

^Friday paper. I thanked him and gave him a

piece of the bred^bread I had just baked.

Lesson 24


Document of the Day


Name of Patient: Derk Thurber Date of Birth: February 12, 1964

Address: 10 Redbird Lane Sex: Male

Lake Placid, New York

Relationship to Insured: Self

Other Health Insurance Coverage (include policy number): None

Lesson 24


Activity Book, Lesson 24, Activity B

Read the Words

1. Birthday 9. Serpent

2. Stir 10. Urgent

3. Hurt 11. Affirm

4. Term 12. Furnish

5. Confirm 13. Fern

6. Saturday 14. Burn

7. Concert 15. Lantern

8. Exert 16. Return

Lesson 24



Underline the Correct Spelling

1. affirm afferm

2. retern return

3. occur occer

4. firniture furniture

5. sergery surgery

6. injury injiry

Lesson 24


Activity Book, Lesson 24, Activity E

Add the –er Suffix

1. vote + er voter

2. roof + er roofer

3. remove + er remover

4. receive + er receiver

5. desert + er deserter

6. produce + er producer

7. intrude + er intruder

8. bake + er baker

Lesson 24


Activity Book, Lesson 24, Activity G

Smooth Reading

I am having trouble finding transportation to

the gathering. I want to arrive early so I can

help hang the decorations and organize the

room. But if I can’t find a ride, I’ll have to

walk the thirty miles and be tardy.

Lesson Plans 25-1

Lesson 25

r-Colored vowels; Suffixes –or and -ard

Lesson Overview This lesson provides a review of the r-colored vowel pattern e-r, u-r, i-r and e-a-r introduced on lesson 24. It introduces the spellings of other r-colored vowel patterns and finally it examines the suffixes –or and –ard. The lesson includes the following parts:

- New Pattern - Reading words - Extending the pattern - Parts of Words - Syllabification - Progress Check - Smooth Reading


Objective To learn spellings of the r-colored vowel pattern: a-r, o-r, -rr-, e-a-r, o-a-r and o-u-r To learn the suffixes, -or, -ward To review the r-colored vowel pattern: e-r, u-r, i-r, and e-a-r


- Activity Book, Lesson 25, Activity B: Choose the Spelling - Activity Book, Lesson 25, Activity D. 1: Add the Correct

Ending - Activity Book, Lesson 25, Activity D. 2: Sort the Words - Activity Book, Lesson 25, Activity D. 3: Answer the

Questions - Activity Book, Lesson 25, Activity G: Smooth Reading

Preparation

Lesson 25

Lesson Plans 25-2


Say, “Today we are working on Lesson 25. We will learn some additional spellings of the r-colored syllable. Remember, an r-colored vowel is a vowel or vowels followed by r in which the r influences how the vowel is pronounced.”



Name of Patient: Derk Thurber Date of Birth: February 12, 1964 Address: 10 Redbird Lane Sex: Male Lake Placid, New York

Relationship to Insured: Self Other Health Insurance Coverage (include policy number): None Insurance Carrier: Good Hands Employer: Parents for Humanitarian Progress

New Pattern Estimated Time: 5 min. Say, “Look at your Document of the Day in the Activity Book. It is a

continuation of the insurance form we looked at last lesson. Notice the word carrier. Here we have the vowel a followed by two r’s. The first syllable is spelled car.”

≈ Write car on the board.

Say, “In the word carrier, we have three syllables. The first syllable is

pronounced /cār/. It doesn‟t sound like car. Often when the vowel is followed by two r’s, the sound of the vowel is different from when one r is used. Whenever you have a vowel followed by an r or two r’s, you must be flexible about trying different pronunciations. We will look at a few of the pronunciations today, but we will not cover all of them. By now, you are getting good at knowing how to attack words by trying different pronunciations and spellings. The main thing is to watch out for the r that follows the vowel and know that it might affect the pronunciation of the vowel. The spelling a-r-r is one of the spellings you will encounter.”

Lesson 25

Lesson Plans 25-3

Say, “Look at the last line of the insurance form. It says „Employer: Parents for

Humanitarian Progress.‟ What r-colored vowels are in that line?” (e-r in employer, a-r in parents, a-r in humanitarian)

Say, “Good. You found three r-colored vowels, two a’s and one e. Let‟s

practice reading and spelling words with r-colored vowels.”

Reading Words Estimated Time: 15 min. Say, “Turn to Activity A, Part 1 in your books. Read the words and listen to

the sounds of the r-colored vowels. The r-colored a is boldfaced in each word.”

Activity Book, Lesson 25, Activity A Part 1 Read the Words

[NOTE: For some people these words will all be pronounced the same. For others, there are subtle differences. You may wish to write Mary, marry, and merry on the board and discuss whether these words have the same sound or are a little different. The answer will depend on the dialect of the region.]

Say, “Great. So, we have the vowel a followed by r and by r-r, but they are

pronounced the same way or almost the same way. Let‟s look at another pair of spellings in Part 2. Let‟s read these words.”

Activity Book, Lesson 25, Activity A Part 2 Read the Words

1 2

pear American

bear stereo

underwear very

swear sterilize

1 2

wary carry

vegetarian embarrass

hilarious marry

vary carrot

Lesson 25

Lesson Plans 25-4

Say, “Good. So, in these words the e-a-r and the e-r are pronounced the same way. Compare the pronunciation of the r-colored vowel in these words and in the words in Part 1. What do you notice?” (They are all either pronounced the same way or similarly, depending on the dialect. So, in these words, a-r, a-r-r, e-r, and e-r-r all have the pronunciation /air/ or something very similar.)

Say, “If you are flexible, it is not too hard to read these r-colored vowels. It is

harder to remember how to spell them. But, the good news is this: if you get close (for example, if you spell early e-r-l-y), the spelling checker on a computer will give you the correct spelling.”

Say, “Now let‟s look at a third group of spellings for the same sound in Part 3.

Read these words, noticing the sound of the r-colored vowels.” Activity Book, Lesson 25, Activity A Part 3 Read the Words

1 2

order born

fourth soar

roar inventory

court victory

mourn pour

Ask, “How many spellings for the sound /or/ did you find? What are they?” (3,

o-r, o-a-r, o-u-r) Say, “When there are two or three spellings for the same sound, we often end

up with homonym. A homonym is any word that has the same pronunciation but a different spelling and meaning. Now look at Activity B. Read the question and write the correct spelling after the sentence.” [NOTE: You can invite students to use dictionaries to double-check their work.]

Activity Book, Lesson 25, Activity B Choose the Spelling

1. Is a person who is tedious and dull a boar or a bore? bore 2. If you are at a funeral, are you mourning or morning? mourning 3. Do you pore or pour iced tea? pour 4. When you cheer for your favorite team in the Superbowl, do you get hoarse or

horse? hoarse 5. Are you taking a linguistics coarse or course? course 6. After going to the gym for the first time, are you soar or sore? sore 7. Someone who studies karate learns how to break a bored or a board? board 8. When you study your spelling words very hard, are you putting forth or fourth

a lot of effort? forth

Lesson 25

Lesson Plans 25-5

Display the transparency/PowerPoint and have students check their work. Review the answers with the students, discussing any meanings that are unclear to them.

Additional Words for Re-teaching: horse, shore, store, roar, soar, overbear, pearl, court, worth.

Extending the Pattern Estimated Time: 5 min. Say, “We have looked at some of the pronunciations of a when it is colored by

r, but we have not looked at the most common one. You probably are already quite familiar with many of these words. Read the words in Activity C.”

Activity Book, Lesson 25, Activity C Read the Words

1 2

car bar

party card

artist partner

charmer mark

Parts of Words Estimated Time: 5 min. Say, “E-r, o-r, and a-r are found as endings to words. Turn to Activity D, Part

1. The first part of the word is given. Add the correct ending (e-r, o-r, or a-r) to the word.”

Activity Book, Lesson 25, Activity D Part 1 Add the Correct Ending

1. jok joker 9. fath father 2. dinn dinner 10. act actor 3. regul regular 11. dang danger 4. edit editor 12. simil similar 5. visit visitor 13. invent inventor 6. calend calendar 14. popul popular 7. doct doctor 15. pow power 8. teach teacher 16. murd murder


the students to read the words they have created. Say, “Now, in Part 2, write the words in the correct column.”

Lesson 25

Lesson Plans 25-6

Activity Book, Lesson 25, Activity D Part 2 Sort the Words

-er -ar -or

joker dinner teacher father danger power murder

regular calendar similar popular

editor visitor doctor actor

inventor

Display the transparency/PowerPoint and have students check their work. Say, “Look at the words in each of your columns and answer the questions in

Part 3.” Say, “Look at the number of words in each of your columns. Fill in the blanks

in the statements, based on the spellings in Part 2.” Activity Book, Lesson 25, Activity D Part 3 Answer the Questions

1. The most common way to spell /er/ at the end of a word is: e-r 2. The least likely spelling of /er/ at the end of a word is: a-r 3. When the ending /er/ is used as a suffix meaning someone or something that

does something, it is usually spelled o-r when it follows the letter: t Display the transparency/PowerPoint and have students check their work.

Syllabification Estimated Time: 5 min. ≈ Write backward on the board.

Ask, “How do you say this word?”

Say, “Good. When a word ends with the suffix w-a-r-d or the syllable a-r-d,

the pronunciations are /w-er-d/ or /er-d/.” Say, “Now turn to Activity E. Read the words ending in –ard or –ward.”

Lesson 25

Lesson Plans 25-7

Activity Book, Lesson 25, Activity E Read the Words

1 2

forward orchard

awkward coward

toward blizzard

Progress Check Estimated Time: 5 min. Say, “Please turn to Activity F. In each row, underline the correct spelling of

the word.”

Smooth Reading Estimated Time: 15 min. Say, “Please look at Activity G. We are going to practice reading, using our

Strategy for Reading Multisyllabic Words.” Display the transparency/PowerPoint of this passage.


The expiration date on my milk was last Tuesday. I swirled the white liquid around in the jug and then smelled it, confirming it was bad. It smelled horrible. I poured it down the drain and went to purchase another gallon. I was so thirsty once I arrived at the store, I drank some milk at the counter.


1. corner cornar cornor

2. forwerd forward forwird

3. earth erth oarth

4. cary ceary carry

5. doller dollar dollur

6. protector protecter protectir

7. sneek sneak sneke

8. shout showt shawt

9. dred dreed dread

10. poyson poison poason

Lesson 25

Lesson Plans 25-8

Say, “First I‟ll Check the Context. The blank date on my mild was last Tuesday. I‟m not sure about the first word, but I think the context might help. It is probably a word that means the milk is no good anymore.”

Say, “Next, I‟ll Look for Chunks. I see a prefix–ex and a suffix–tion. I‟ll put a

box around them.” Say, “Next, I‟ll divide the root into syllables. I‟ll underline the vowels: i and a.

There is one consonant between the i and the a, so I‟ll try dividing before it. That gives me the open syllable pi and the open syllable ra.”


ex / pi / ra / tion

Say, “That would give me ex pi ra tion. Oh, that is close enough for me to get the word from context. It is expiration. That second syllable is an r-colored syllable.”

Say, “So the whole sentence is: “The expiration date on my milk was last Tuesday.” That makes sense.”










Lesson 25


Activity Book, Lesson 25, Activity B Choose the Spelling

1. Is a person who is tedious and dull a boar or a

bore? bore

2. If you are at a funeral, are you mourning or

morning? mourning

3. Do you pore or pour iced tea? pour

4. When you cheer for your favorite team in the

Superbowl, do you get hoarse or horse? hoarse

5. Are you taking a linguistics coarse or course?

course

6. After going to the gym for the first time, are

you soar or sore? sore

7. Someone who studies karate learns how to

break a bored or a board? board

8. When you study your spelling words very hard,

are you putting forth or fourth a lot of effort?

forth

Lesson 25


Activity Book, Lesson 25, Activity D.1

Add the Correct Ending

1. jok joker 2. dinn dinner 3. regul regular

4. edit editor

5. visit visitor

6. calend calendar

7. doct doctor

8. teach teacher

9. fath father

10.act actor

11. dang danger

12. simil similar

13. invent inventor

14. popul popular

15. pow power

16. murd murder

Lesson 25


Activity Book, Lesson 25, Activity D. 2 Sort the Words

-er -ar -or

joker

dinner

teacher

father

danger

power

murder

regular

calendar

similar

popular

editor

visitor

doctor

actor

inventor

Lesson 25


Activity Book, Lesson 25, Activity D. 3 Answer the Questions

1. The most common way to spell /er/ at the end

of a word is: e-r

2. The least likely spelling of /er/ at the end of a

word is: a-r

3. When the ending /er/ is used as a suffix

meaning someone or something that does

something, it is usually spelled o-r when it

follows the letter: t

Lesson 25



The expiration date on my milk was last

Tuesday. I swirled the white liquid around in

the jug and then smelled it, confirming it was

bad. It smelled horrible. I poured it down the

drain and went to purchase another gallon. I

was so thirsty once I arrived at the store, I

drank some milk at the counter.

Lesson Plans 26-1

Lesson 26

Review

Lesson Overview This lesson reviews the pronunciation of vowel digraphs and r-colored vowels. In addition, it examines the students’ spelling of the patterns and their ability to transfer. The lesson includes the following parts:

- Reading Words - Spelling Words - Syllabification - Progress Check

Approximate Time: 45min.

Objective To review the pronunciations of vowel digraphs and r-colored vowels

Materials Six Transparencies/PowerPoints:

- Activity Book, Lesson 26, Activity A: Proofread and Correct (with corrections)

- Activity Book, Lesson 26, Activity B: Reading Words - Activity Book, Lesson 26, Activity C: Choose the Correct

Spelling - Activity Book, Lesson 26, Activity D: Choose the Correct

Ending - Activity Book, Lesson 26, Activity E: Syllabification - Activity Book, Lesson 26, Activity F: Syllabification

Preparation

Lesson 26

Lesson Plans 26-2


Say, “Today we are working on Lesson 26. We have been learning about vowel digraphs and r-colored vowels. There are many spellings to learn, especially for the digraphs. Remember: a digraph is when two vowels come together to represent one sound or a new sound that is neither a short vowel nor a long vowel. An r-colored vowel occurs when an r follows a vowel and changes its usual sound.”

Say, “Here is what is important: Stay flexible. You must look at the spellings

and try to decide what looks right. There are a few tips for learning the spellings, such as a-y occurs at the end of syllables and a-i in the middle. But, most of the time you just have to become familiar with the way the words look. The best way to do that is to read and write a lot. Today we will practice becoming flexible with some of the variations.”

Say, “Please turn your attention to Activity A.”

Explain, “In this activity, you have a paragraph with 13 misspelled words. Go

through the paragraph and underline all the words that are misspelled. Then write the correct spellings above the underlined words.”

Activity Book, Lesson 26, Activity A Proofread and Correct

It was a clowdy ^cloudy dae ^day, so Steve and I decided to visit the zou ^zoo. On

our wai ^way there, a carr ^car terned ^turned too quickly and hit the cerb ^curb. The

drivor ^driver was an old woman from Colorado who didn’t speek ^speak English. We

wated ^waited for the police to arrive and then we left. It was alredy ^already for ^four

o’clock, so insted ^instead of going to the zoo, we went to dinner.


Lesson 26

Lesson Plans 26-3


Say, “We are going to look at some homonyms now. Can someone tell us what

a homonym is?” (It is when two words sound the same, but are spelled differently and have different meanings.)

Say, “Right. Turn to Activity B. Read the sentences and look at the homophones in italics. Write the correctly spelled word on the line at the end of the sentence.”


1. The second amendment of the Constitution of the United States gives us the right to bear or bare arms. bear

2. I hate eating salad made from beets or beats. beets 3. My favorite color is blew or blue. blue* 4. I hope we did not break or brake the glass. break 5. Lifting the Volkswagen was quite a feet or feat. feat 6. I make bread using whole wheat flower or flour. flour 7. I here or hear that you are moving soon. hear 8. I don’t want to marry or merry until I am twenty-nine. marry 9. She does not seam or seem happy about the news. seem 10. She plans to sail or sale the boat to victory. sail

[NOTE *: Number 3 includes a vowel digraph that was not covered in the lessons. The /ue/ digraph has not been explicitly taught to the students. However, the students as they build their understanding of the patterns for vowel digraphs they are likely to transfer their knowledge and expand their understanding to untaught patterns. When reviewing the words explain to the students that ue can make the long u sound as well (blue, glue, clue, etc.) Point out that even if they have not studied all of the digraphs, as competent readers, they must learn to recognize new patterns as they read]


Spelling Words Estimated Time: 10 min.

Say, “In English, there is sometimes more than one way to spell the same

sound. This phenomenon makes spelling in English challenging. Turn to Activity C. In this activity, you will find multiple spellings for the same sound. Put the correct spelling in the blank to make a word.”

Lesson 26

Lesson Plans 26-4

Activity, Lesson 26, Activity Book C Choose the Correct Spelling

Complete the word with either ow or ou. 1. flower 2. allow 3. pronounce 4. towel 5. around

Complete the word with either ai or ay. 1. maintain 2. display 3. exclaim 4. delay 5. paint

Complete the word with either er, ir, or ur, ar, or ear. 1. birthday 2. expert 3. learn 4. servant 5. disturb

Display the transparency/PowerPoint with the correct answers. Ask students if

there are any words they can’t pronounce. Say, “Syllables with r-colored vowels often appear at the ends of words. Add

the correct ending to the words in Activity D.” Activity Book, Lesson 26, Activity D Choose the Correct Ending

Add –er, -or, or –ar to the ends of these words. 1. inventor 7. editor 2. cellar 8. conductor 3. bigger 9. popular 4. father 10. over 5. paper 11. regular 6. calendar 12. order

Display the transparency/PowerPoint with the correct answers. Ask students to

read the words.

Lesson 26

Lesson Plans 26-5


Say, “Dividing words into syllables is the key to making spelling and reading

words easier. Turn to Activity E. I am going to dictate some words that I would like you to write by syllables.”


Say, “Turn to Activity F. Now, using your strategy for syllabification, divide

these words into syllables.” Activity Book, Lesson 26, Activity F Syllabification

1. af/for/da/ble 4. al/ter/na/tive 2. car/pen/ter 5. ref/u/gee 3. ap/point/ment 6. en ter tain ment

Display the transparency/PowerPoint with the correct answers. Ask the students to read the words.

[NOTE: If students box the prefix or suffix (e.g., af/ford/able) that is great. Commend them for recognizing a prefix or suffix. Keep emphasizing being flexible for the purpose of reading and spelling the word.]

Activity Book, Lesson 26, Activity E Spelling by Syllable

1. inventory in ven tor y 2. American A mer i can 3. enlargement en large ment 4. employer em ploy er 5. afternoon af ter noon 6. parenthood par ent hood

Lesson 26

Lesson Plans 26-6

Progress Check Estimated Time: 5 min. Say, “Turn to the Activity G in your Activity Book. I will dictate some words for you to spell.”

Activity Book, Lesson 26, Activity G Progress Check

1. Agrees She is very obedient and always agrees with her husband’s opinion 2. Breach There was a breach of confidentiality by the doctor who lost his

license for publicizing the discussions with his patients. 3. Joyful She is the most joyful person I have ever encountered. 4. Snowflake I run outside and I saw the first snowflake falling gently from the

sky. 5. Torch The archaeologist held the torch high when entering the

underground tomb. 6. Thirsty They were all so thirsty and they could only think of a cold glass

of water. 7. Calendar We need to check our calendar prior to committing to visiting her

in August. 8. Confirm I called to confirm our meeting for tomorrow at 6:00 p.m. 9. Inventing She is very creative and she is constantly inventing new methods

to save energy. 10. Forward It is time I think we move forward and forget the past.

Lesson 26


Activity Book, Lesson 26, Activity A Proofread and Correct (with corrections)

It was a clowdy ^cloudy dae ^day, so Steve and I

decided to visit the zou ^zoo. On our wai ^way

there, a carr ^car terned ^turned too quickly and hit

the cerb ^curb. The drivor ^driver was an old woman

from Colorado who didn’t speek ^speak English. We

wated ^waited for the police to arrive and then we

left. It was alredy ^already for ^four o’clock, so insted

^instead of going to the zoo, we went to dinner.

Lesson 26



1. The second amendment of the Constitution of

the United States gives us the right to bear or

bare arms. bear

2. I hate eating salad made from beets or beats.

beets

3. My favorite color is blew or blue. Blue*

4. I hope we did not break or brake the glass.

break

5. Lifting the Volkswagen was quite a feet or feat.

feat

6. I make bread using whole wheat flower or

flour. flour

7. I here or hear that you are moving soon. hear

8. I don’t want to marry or merry until I am

twenty-nine. marry

9. She does not seam or seem happy about the

news. seem

10. She plans to sail or sale the boat to victory.

sail

Lesson 26


Activity Book, Lesson 26, Activity C Choose the Correct Spelling

Complete the word with either ow or ou.

1. flower 2. allow 3. pronounce 4. towel 5. around

Complete the word with either ai or ay.

1. maintain 2. display 3. exclaim 4. delay 5. paint

Complete the word with either er, ir, or ur,

ar, or ear.

1. birthday 2. expert 3. learn 4. servant 5. disturb

Lesson 26


Activity Book, Lesson 26, Activity D Choose the Correct Ending

1. inventor 7. editor

2. cellar 8. conductor

3. bigger 9. popular

4. father 10. over

5. paper 11. regular

6. calendar 12. order

Lesson 26


Activity Book, Lesson 26, Activity E Spelling by Syllables

1. inventory in ven tor y

2. American A mer i can

3. enlargement en large ment

4. employer em ploy er

5. afternoon af ter noon

6. parenthood par ent hood

Lesson 26


Activity Book, Lesson 26, Activity F Syllabification

1. af/for/da/ble 4. al/ter/na/tive

2. car/pen/ter 5. ref/u/gee

3. ap/point/ment 6. en ter tain ment

Lesson Plans 27-1

Lesson 27

Soft and Hard Sounds of c

Lesson Overview This lesson provides instruction on the soft and hard sound of the letter c. The students are to practice reading single and multisyllabic words that begin and include the /c/ and /s/ sound. The lesson includes the following parts:

- Document of the Day - New Pattern: Soft and Hard C - Reading Words and Syllables - Exceptions - Progress Check - Smooth Reading


Objective To learn the two most common pronunciations of c

Materials Strategy for Reading Multisyllabic Words Chart Four Transparencies/PowerPoints:

- Activity Book, Lesson 27, Document of the Day - Document of the Day: Soft and Hard C - Activity Book, Lesson 27, Activity A: Sort the Words - Activity Book, Lesson 27, Activity D: Smooth Reading

Preparation

Lesson 27

Lesson Plans 27-2


Explain, “Today we are working on Lesson 27. In this lesson, we will learn the

two most common pronunciations of the letter c.”


Say, “Take a look at the Document of the Day.”

Central Travel Incorporated Customer Copy Mr. Cab Cider 211 Circus Circle Colorado College Flight Itinerary Date City Time Carrier and Flight 17 December Depart: Cisco, Canada 8:00 am Continental 26 Arrive: Coal City, CA 1:05 pm 19 December Depart: Coal City, CA 7:50 am US Air 34 Arrive: Cisco, Canada 4:20 pm

Airfare: $255.00 Service Fee: $10.00

Complete Price: $265.00


Ask, “Can someone tell me what sort of document this is?” (It is what the travel agency gives you when you book a flight. It tells you when you are leaving and coming back. It is called an itinerary.)

Ask, “Would someone like to read the itinerary?”

Lesson 27

Lesson Plans 27-3

Say, “Circle all of the c’s in the itinerary. Say the words with c’s quietly to yourself and listen for the two sounds that c represents.”

Ask, “Can someone tell us one sound that c represents and a word in the

itinerary that has that sound?” (/s/, Central, cider, circus, etc.) Ask, “Can someone to tell us the other sound that c represents and a word in

the itinerary that has that sound?” (/k/, customer, Incorporated, Cab, etc.) Say, “Also notice the final syllable of the word circle. What syllable pattern

does this follow?” (-Cle)

Display the transparency/PowerPoint that has the words from the itinerary with c pronounced /k/ in one column and c pronounced /s/ in the other column.

Ask, “Does anyone see a pattern to words that have c pronounced /s/?” (C is

pronounced /s/ when followed by e, i, or y.) Ask, “Does anyone see a pattern to the words that have c pronounced as /k/?”

(C is pronounced /k/ when followed by a, o, u, a consonant or space.) Explain, “When c is followed by e, i, or y, it is almost always pronounced /s/.

We call this /s/ the soft sound.” (Examples: cell, city, cyst) Explain, “When c is followed by a, o, u, a consonant, or a space, it is almost

always pronounced /k/. We call this /k/ the hard sound. All you have to remember is that c is almost always pronounced /s/ when followed by e, i or y. When anything else follows it, it sounds like a /k/.” (Examples: cat, cut, cot)

Additional Words for Re-teaching: Hard C: cap, cop, cub, coach, cue, candy, cupid, coin, cook. Soft C: cent, cedar, civil, civic, circle, recycle, celery, fence, bouncy.

Document of the Day Soft and Hard C

Soft c cell

Hard c cut

flounce excite success sincere census cyclone

captive conduct success

crocodile calculate cyclone

Lesson 27

Lesson Plans 27-4

Reading Words and Syllables Estimated Time: 10 min.

Say, “Now turn to Activity A. Read the words quietly to yourself and sort them

into the correct column.” Say, “Let’s do the first word together.”

Ask, “Can someone read the first word and tell us which sound the c is

representing?” (captive, /k/) [NOTE: The second syllable in captive is the common exception taught in lesson 10.]

Say, “Now complete the rest of the exercise on your own. Here is a hint: Two

of the words have both a soft and hard c. Be sure to place those two words in both columns.””


1. captive 6. sincere 2. conduct 7. crocodile 3. flounce 8. census 4. success 9. cyclone 5. excite 10. Calculate

Soft C-cell

Hard C-cut

flounce success excite sincere census cyclone

captive conduct success crocodile cyclone calculate

Display the transparency/PowerPoint and have students check their work. Explain, “The c pattern has a long history in Old and Middle English, involving

changes in the way c was pronounced and the respelling of many s words with c by French scribes (e.g., is ice, mise mice).”

Say, “Now turn to Activity B in your books.”

Lesson 27

Lesson Plans 27-5

Explain, “These are syllables. You can still pronounce them correctly by applying the rules for c that we’ve just learned.”

Ask, “Would someone read the first syllable?”

Say, “Let’s take turns and go through each of the remaining words on the list,

saying the word and then the sound that the c represents in that word.” [NOTE: Correct any mispronunciations and repeat the rule if necessary.]

Activity Book, Lesson 27, Activity B Read the Syllables

1 2 3 4 5 6

caf lict cess clude cide duce

nounce cy cort flect cond cept

Exceptions Estimated Time: 5 min.

≈ Write cello, concerto, social, and ocean on the board. Explain, “These are just a few exceptions to the c rule.” Say, “Cello and concerto are Italian borrowings. /Ch/ is the common

pronunciation of c in Italian before e or i.” Say, “Social and ocean both have combined the /s/ sound with the following

vowel to make /sh/.”


Say, “Please turn to the Activity C. I am going to dictate some words for you to write.”


1. cider Hot apple cider tastes best during the winter. 2. process Cooking real barbeque is a long process. 3. complete Please complete the tax forms. 4. central The bank is in a central location. 5. cycle The wash cycle lasts for sixteen minutes. 6. concentrate The loud music made it difficult to concentrate. 7. pound Mike gained one pound over Thanksgiving break. 8. toast I eat my toast with butter and jam. 9. beaver We watched the beaver build a dam across the river. 10. valley The clouds settled over the valley.

Lesson 27

Lesson Plans 27-6


Teacher Models the Syllable Strategy Say, “Now turn to Activity D. We are going to practice reading. We will

practice reading multisyllabic words that have the two sounds of the letter c that we learned about today.



Do you know how much precipitation has fallen this December? Weather experts concluded that the snowfall this month exceeded all records. The children were excited about the snow because school would be canceled. But the local senior citizens were discontented because they would have to stay indoors.

Say, “Do you know how much…Well, I don’t know that word. First, I’ll check

the context. Do you know how much blank has fallen this blank? It seems like it should be rain, but it isn’t.”

Say, “Next, I’ll Look for Chunks. I see a prefix–pre and a suffix–tion. I’ll put a

box around them.” Say, “Next, I’ll divide the word into syllables. I’ll underline the vowels. There

is one consonant between the two i’s and between the i and a, so I’ll try dividing before the consonant.”


pre / ci / pi / ta / tion.

Say, “Those are open syllables, so I’ll say them with long vowels. The c must

be soft because it’s followed by an i. prē cī pī tā tion. That’s not a word I know.”

Say, “I’ll try dividing after the p. That gives me c-i-p. pre cip i ta tion, pre cip

i ta tion. That must be precipitation. Precipitation means rain, so the context was right. Do you know how much precipitation has fallen this blank? Now I recognize that last word from the context. It’s December. It has the soft c.”

Say, “So the whole sentence is: Do you know how much precipitation has fallen this December?”

Lesson 27

Lesson Plans 27-7

Students Apply the Strategy to the Passage Say, “Now read the passage silently to yourself. Use the strategy to figure out

the words in bold italics. Underline the vowels and use slashes to divide words into syllables. Check whether the c is hard or soft.”

Students Read Words and Discuss When they are done, ask individual students to read a sentence and then







Lesson 27


Document of the Day

Central Travel Incorporated

Customer Copy Mr. Cab Cider 211 Circus Circle Colorado College Flight Itinerary Date City Time Carrier and Flight 17 December Depart: Cisco, Canada 8:00 am Continental 26 Arrive: Coal City, CA 1:05 pm 19 December Depart: Coal City, CA 7:50 am US Air 34 Arrive: Cisco, Canada 4:20 pm

Airfare: $255.00 Service Fee: $10.00

Complete Price: $265.00

Lesson 27


Document of the Day Soft and Hard C

Soft c cell

Hard c cut

flounce

excite

success

sincere

census

cyclone

captive

conduct

success

crocodile

calculate

cyclone

Lesson 27



Soft C cell

Hard C cut

flounce

success

excite

sincere

census

cyclone

captive

conduct

success

crocodile

cyclone

calculate

Lesson 27



Do you know how much precipitation has

fallen this December? Weather experts

concluded that the snowfall this month

exceeded all records. The children were

excited about the snow because school

would be cancelled. But the local senior

citizens were discontented because they

would have to stay indoors.

Lesson Plans 28-1

Lesson 28

Soft and Hard Sounds of g

Lesson Overview This lesson provides instruction on the soft and hard sound of the letter g. The students are to practice reading single and multisyllabic words that begin and include the /g/ and /j/ sound. Finally, the lesson reviews the most common pronunciations of the letter c from lessons 27. The lessons includes the following parts:

- Review - Document of the Day - New Pattern: Soft and Hard g - Extending the Pattern - Progress Check - Smooth Reading


Objective To learn the two most common pronunciations of g To review the two most common pronunciations of c


- Activity Book, Lesson 28, Activity A: Sort the Words - Document of the Day: Sounds of g - Activity Book, Lesson 28, Activity B: Sort the Words - Activity Book, Lesson 28, Activity C: Write the Words - Activity Book, Lesson 28, Activity E: Smooth Reading

Preparation

Lesson 28

Lesson Plans 28-2


Say, “Today we are working on Lesson 28. In this lesson are going to learn the two most common pronunciations of the letter g.”

Say, “First we will start by reviewing what we learned in our last lesson about the two pronunciations of c.”


Say, “Find Activity A. This poem is adapted from the poem “Jabberwocky” by the author of Alice in Wonderland. It has many nonsense words in it, just to be silly.”

Ask, “Could someone please read the first line of the poem?”

Continue through the poem, one line per student, to make sure that everyone

has it right. Ask if there are any questions about the words. Say, “Now find all the words in the poem with a c. Then sort them by writing

them in the correct column, depending on the sound that c represents.” Activity Book, Lesson 28, Activity A Sort the Words 'Twas cumpish, and the calty neffs Did bape and cintog in the vobe. All coddy were the pomoceffs, And the dacky wupes precobe.

Adapted from "Jabberwocky" by Lewis Carroll

Display the transparency/PowerPoint and have students check their work. Ask, “Can someone tell me how we know how to pronounce c?” (The

pronunciation of the letter c changes, depending upon the vowel that follows. When followed by e, i, or y, c is usually pronounced /s/. When c is followed by anything else it is usually pronounced /k/.)

Ask, “Does anyone remember the few exceptions to the rule?” (Italian

borrowings such as cello and concerto; words with the /sh/ sound such as social and ocean.) [NOTE: Don’t worry if students don’t remember. These less common pronunciations of c are presented to begin to familiarize the students with these words.]

Soft c race

Hard c cut

cintog pomoceffs

cumpish calty coddy dacky

precobe

Lesson 28

Lesson Plans 28-3


Say, “Now look at the Document of the Day in your Activity Book.” Ask, “Can someone tell me what sort of document this is?” (It is a zoo

advertisement, could be a flyer or a poster.)

Ask, “Would someone like to read the advertisement?”


Say, “Look at the Document of the Day in your Activity Book.” Say, “Underline all of the g’s in the advertisement. Then say the words with

g’s quietly to yourself and listen for the two sounds that g represents.” Ask, “What is one sound that g represents? Can you give an example of a word

in the advertisement with that sound?” (/j/, Georgia) Ask, “Can someone to tell us the other sound that g represents? Can you also

find a word in the advertisement that has that sound?” (/g/, gorillas) Display the transparency/PowerPoint that has the words from the

advertisement with g pronounced /g/ in one column and g pronounced /j/ in the other column.

GEORGIA ZOO

Route 18 Germantown

*Meet the giraffes, gorillas, giant pandas, and more

*Visit our famous gardens

*Play miniature golf

Managed by three generations of zookeepers

Minutes away from the Gulf

The Georgia Zoo: a gem you cannot miss!

Lesson 28

Lesson Plans 28-4

Ask, “Does anyone see a pattern to the words that have g pronounced /j/?” (G is pronounced /j/ when followed by e, i, or y.)

Ask, “How about a pattern to words that have g pronounced /g/?” (G is pronounced /g/ when followed by anything exept e, I, or y.)

Say, “So there are two very simple spelling rules that tell us how to pronounce

the letter g.” Say, “When g is followed by e, i, or y, it most often is pronounced /j/. We call

this /j/ the soft sound.” Say, “Some examples are words like gel, Germany, and gem.”

≈ Write gel, Germany, and gem on the board.

Ask, “Can someone give me some other examples of words in which the letter g

has the /j/ sound?”

≈ Write the words the students provide on the board.

Say, “When g is followed by anything except e, I, or y, it is almost always

pronounced /g/. We call this /g/ the hard sound.” Say, “Some examples are gas, good and go.”

≈ Write gas, good and go on the board.

Ask, “Can someone give me some other examples of words in which the letter g

has the /g/ sound?”

≈ Write the words the students provide on the board.

Say, “The good news is that the same pattern applies to both the c and the g.

The bad news is that there are more exceptions to this rule when applied to g. Words like girl, give, get, tiger, and gift do not follow the rule and have hard g. In fact, most final –g-e-r words have hard g. The word margarine has a soft g (/j/) where we expect a hard g. But the good news is that most of the exceptions are very common words that you will probably already know.”

Say, “Now turn to Activity B.”

Say, “Please read the words and sort them into the correct columns based on

the sound the g makes.”

Lesson 28

Lesson Plans 28-5

Explain, “There are both whole words and syllables.” Say, “Let’s do the first one together.”

Say, “Can someone read the word?” (rage)

Say, “The g in rage has the /j/ sound. So it goes in the Soft g column under

the word gem.” Activity Book, Lesson 28, Activity B Sort the Words

1. rage 7. gel 2. game 8. gentle 3. ology 9. goat 4. good 10. merge 5. age 11. struggle 6. graph 12. gamble

Display the transparency/PowerPoint and have the students check their work. Ask, “Did any of these words give you trouble? Were any difficult to sound

out?”

Additional Words for Re-Teaching: Hard g: gate, Morgan, kangaroo, garden, golf, gown, goose, gulp, seagull, figure, regular, gurgle, engage. Soft g: gym, gymnast, generation, general, germ, gigantic, legend, logic, religion, ginger, surgical.

Extending the Pattern Estimated Time: 5 min. ≈ Write exchange + able and peace + able on the board.

Ask, “Do exchange and peace end in a silent e? (yes) Does -able begin with a

vowel? (yes) Does the drop the silent e rule tell us to drop the silent e?” (yes) Say, “You are right, but we don’t drop the e in these words.”

≈ Write exchangeable and peaceable on the board.

Ask, “There is a reason why we don’t drop the final e in these words. Can

anyone figure it out?”

Soft g gem

Hard g gas

rage ology age gel

gentle merge

game good graph goat

struggle gamble

Lesson 28

Lesson Plans 28-6

Ask, “What letters come before the e in these words? (g and c) Does anyone

know now why we don’t drop the e?” (We need the e to be there to keep the g or the c soft. Otherwise, they would be hard because the suffix begins with an a.)

Say, “Now complete Activity C by adding –able to the words in the activity.”

Activity Book, Lesson 28, Activity C Write the Words

1. change + able changeable 3. trace + able traceable 2. notice + able noticeable 4. manage + able manageable


Additional Words for Re-Teaching: traceable, enforceable, replaceable,

serviceable.

Progress Check Estimated Time: 5 min. Say, “Please turn to the Activity D. I am going to dictate some words for you

to write.”

Smooth Reading Estimated Time: 15 min. Teacher Models the Syllable Strategy

Say, “Please look at Activity E. We are going to practice reading. We will practice reading multisyllabic words that have the two sounds of the letter g that we learned about today.”


1. genes Your hair and eye colors are coded in your genes. 2. gargle If your throat hurts, it helps to gargle warm water. 3. gigantic Godzilla is a gigantic monster. 4. gentleman A gentleman opens the door for a lady. 5. gamble Be careful how much you gamble in Las Vegas. 6. longitude A GPS system tells you the longitude and latitude. 7. brain A cat’s brain is the size of a walnut. 8. flow The river will flow into the Atlantic Ocean. 9. crocodile I saw a crocodile on the golf course in Florida. 10. carnation Judy gave me a carnation from her garden.

Lesson 28

Lesson Plans 28-7



For many generations my family lived in Germany. When I was six, we immigrated to the United States. It was a challenge to make new friends because no one in school spoke German. But thankfully I was an outgoing child. As I made progress in learning English, I began to feel like I belonged.

Say, “For many…Well, I don’t know that word. First, I’ll Check the Context.

For many blank my family lived in blank. Well, that last word must be a place they lived, but I have no idea what the first word is.”

Say, “Next, I’ll Look for Chunks. I see a suffix–-tion. I’ll put a box around it.” Say, “Next, I’ll Divide the Word into Syllables. I’ll underline the vowels. There

is one consonant between the two e’s and between the e and a, so I’ll try dividing before the consonant.”


ge / ne / ra / tion.

Say, “Those are open syllables, so I’ll say them with long vowels. The g must

be soft because it’s followed by an e. gē nē rā tion. That’s not a word I know.”

Say, “I’ll try dividing after the n and r. That gives me g-e-n, gen, and e-r, er.

gen er a tion, gen er a tion. The word is generation.”

As you say the above, change the syllable divisions to:

gen / er / a / tion.

Say, “Does that make sense in context? For many generations, my family

lived…OK that makes sense. A generation is like the grandparents, parents, and children. The last word must be the place they lived.”

Point to Germany. Say, “I don’t see any chunks, but this word is easy to divide. I’ll divide

between the consonants. So the word is Ger man y, Germany. So they lived in Germany. For many generations my family lived in Germany.”

Lesson 28

Lesson Plans 28-8


the words in bold italics. Underline the vowels and use slashes to divide words into syllables. Check whether the g is hard or soft.”








Lesson 28



'Twas cumpish, and the calty neffs

Did bape and cintog in the vobe.

All coddy were the pomoceffs,

And the dacky wupes precobe.

Adapted from "Jabberwocky" by Lewis Carroll

Soft c race

Hard c cut

cintog

pomoceffs

cumpish

calty

coddy

dacky

precobe

Lesson 28


Document of the Day Sounds of g

Soft g germ

Hard g glue

Georgia

Germantown

gem

giraffes

giant

managed

generations

gorillas

gardens

golf

Gulf

Lesson 28



Soft g gem

Hard g gas

rage

ology

age

gel

gentle

merge

game

good

graph

goat

struggle

gamble

Lesson 28


Activity Book, Lesson 28, Activity C Write the Words

1. change + able changeable

2. notice + able noticeable

3. trace + able traceable

4. manage + able manageable

Lesson 28



For many generations my family lived in

Germany. When I was six, we immigrated

to the United States. It was a challenge to

make new friends because no one in school

spoke German. But thankfully I was an

outgoing child. As I made progress in

learning English, I began to feel like I

belonged.

Lesson Plans 29-1

Lesson 29

Review

Lesson Overview This lesson is a review of the content taught in the curriculum. The review supports the students in combining the knowledge acquired in lessons 2-28 and applying it in the reading and spelling of multi-syllabic words. The lesson includes the following parts:

- Syllable Patterns - Reading Multisyllabic Words - Spelling Multisyllabic Words - Smooth Reading


Objective To review syllable patterns, spelling rules, and the strategy for reading multisyllabic words. To apply everything we learned in the curriculum to reading and spelling.

Materials Strategy for Reading Multisyllabic Words Chart Six Syllable Patterns Chart Four Transparencies/PowerPoints:

- Activity Book, Lesson 29, Activity A: Syllable Types - Activity Book, Lesson 29, Activity B: Divide the Words - Activity Book, Lesson 29, Activity C: Write the Words by

Syllable - Activity Book, Lesson 29, Activity D: Smooth Reading

Preparation

Lesson 29

Lesson Plans 29-2

Introduction Estimated Time: 1 min. Say, “Today we are working on Lesson 29. We are going to review the main

things we have learned in the curriculum and apply them to reading and spelling multisyllabic words. We will review the syllable patterns, spelling rules, affixes, and the strategy for reading multisyllabic words.”

Syllable Patterns Estimated Time: 10 min. Say, “We have learned that there are six basic syllable patterns in English. It is

important to pay attention to the vowel patterns in each syllable. Recognizing the syllable pattern will help you read and spell longer words. It is not necessary to name the syllable each time you decode a new word, but being familiar with these different patterns helps you read words faster and spell them more accurately. When you can recognize the spelling patterns of the six syllable patterns, you have mastered one major step in reading and spelling long words.”

Ask, “Can someone please give a definition of a CVC syllable? (A CVC syllable

has one vowel and ends in a consonant. The vowel is usually short.) Can you give me an example?” (many examples possible)

Repeat the question for the other five syllable patterns. By now students

should know the definitions without the help of the charts, but if necessary you can prompt them to refer to the Chart.

Say, “Let’s look at Activity A. Before we start the exercise, would someone

please read the first line of syllables aloud? Notice that these are syllables, not real words. For this activity, underline all of the syllables that fit that pattern. What is the first syllable you would underline as a CVC syllable? (im) Complete the rest of them on your own.”

Lesson 29

Lesson Plans 29-3

Activity Book, Lesson 29, Activity A Syllable Types

1. Underline the CVC syllables below.

im co ear tle ome eck er tain ab ite

2. Underline the open syllables below.

im co ear tle ome stri er tain ab re

3. Underline the VCe syllables below.

im ete ear tle ome stri er ap ab re

4. Underline the Cle syllables below.

im co ear tle ome stri er tain stle re

5. Underline the vowel digraph syllables below.

peat co oim tle ome stri er tain ab re

6. Underline the r-colored syllables below.

im co ear tle ome stri er tain ur re


Discuss any errors.

Reading Multisyllabic Words Estimated Time: 15 min. Say, “You did well with finding the syllable patterns. Now let’s review our

strategy for reading multisyllabic words.” Ask, “What is the first step in the strategy and what does it mean?” (Check

the Context. Read the rest of the sentence to see what might make sense.)

Ask, “What do we do next?” (Look for Chunks. Look for compound words and prefixes and suffixes.)

Ask, “What’s next?” (Divide the Word and Say the Syllables. You underline

the vowels; if there are two or more consonants you divide between them keeping the vowels together. If there is only one consonant, you try dividing before the consonant; if that doesn’t work you try after the consonant.)

Lesson 29

Lesson Plans 29-4

Ask, “What else?” (You have to be flexible. Look for the stress and think about schwa sounds.)

Ask, “What’s the last step?” (Check the Context again to see if it makes

sense.)

[NOTE: The students should know the strategy without reference to the Chart by now. But you can prompt them to refer to it if necessary.]

Say, “Excellent. Now turn to Activity B. Each group of words asks you to apply

a different part of the strategy. You don’t have context here, so we start with Look for Chunks. After you divide the word, read it to make sure you have a real word.”

Activity Book, Lesson 29, Activity B Divide the Words Group 1: Look for Chunks -- compound words and prefixes and suffixes. Put boxes around the prefixes and suffixes and divide the root into syllables. Read the words.

un/will/ing/ly dis/hon/est

im/poss/ible in/ac/cur/ate

in/ter/act/ive sub/scrib/ing OR sub/scri/bing

Group 2: Divide the Syllables. These words have two or more consonants between the vowels. Read the words.

com/bat spec/trum

pen/ny ex/tract

wig/gle ac/com/plish/ment

Group 3: Divide the Syllables. These words have one consonant between the vowels. Read the words.

re/flect cab/in

e/vil dev/il u/til/ize ren/o/vate Group 4: Divide the Syllables. These words are a combination of all of the syllable patterns above. Read the words.

e/las/tic in/tim/i/da/ting

im/pro/vise man/ip/u/late

sym/pa/thy un/pro/fes/sion/al

Lesson 29

Lesson Plans 29-5


[NOTE 1: Some of these words are more advanced vocabulary. We chose them to get students to use their syllabification skills. The difficult words came from a GED list. Definitions can be found in the glossary.]

[NOTE 2: You may wish to discuss the following words if students have experienced any difficulty: Group 1

Impossible: This could be divided by boxing the suffix (im/poss/ible); this

leaves two syllables. Or it could be divided by the division rules (im/pos/si/ble). Subscribing: This could be divided by taking off the –ing and recognizing

that an e had been dropped from subscribe (sub/scrib/ing). Or it could be

done by the division rules (sub/scri/bing), giving an open syllable scri.

Group 2 wiggle: Remind students that the –gle is a Cle syllable and is very regular. spectrum, extract, accomplishment: Remind students that blends (e.g., tr) remain together if there are three or four consonants. Tell them to look for blends and keep them together.

Group 3 reflect: Explain that although there are two consonants (f and l), the fl is a blend and stays together in this word. So, there is an open syllable ending in the long vowel, followed by a closed syllable beginning with a blend. They may also see the prefix, re. evil, devil: When there is one consonant, students first try dividing after the vowel as in evil. If that does not work, they should try dividing after the consonant as in devil.

Group 4 improvise, sympathy, intimidating: All of these words have schwa sounds (pro, pa, i). This is very common in long multisyllabic words. You might point out one or more of these schwa sounds.]

Spelling Multisyllabic Words Estimated Time: 10 min. Say, “Saying words syllable-by-syllable can help you spell them. Long words

become a series of syllables that follow one of the six patterns.” Say, “Turn to Activity C. I’m going to dictate some words to you. First, say

the word quietly to yourself. Then say it in syllables and write each syllable separately. Think about the syllable pattern as you spell each syllable. Finally, write it the whole word together. Let’s do the first one together.”

Lesson 29

Lesson Plans 29-6

Say, “Argument. Now I’ll say the word syllable-by-syllable and write each syllable. Ar - gu - ment.” [NOTE: Comment on each syllable pattern as you write it.]

Say, “Ar; that’s an r-colored syllable. gu; that’s a long-u; I’ll spell it as an open

syllable. ment; that’s a common suffix and a CVC syllable. Now I’ll write the whole word together: argument.”

≈ As you say the above, write ar gu ment, argument on the board. Ask if

there are any questions. Dictate the remaining words, reminding students to say them quietly to

themselves; write them syllable-by-syllable; and then write the whole word.

1. Argument (used in the example) 2. fantastic 3. entertain 4. diplomat 5. president 6. detective

Activity Book, Lesson 29, Activity C Write the Words by Syllable

1. ar gu ment argument 2. fan tas tic fantastic 3. en ter tain entertain 4. dip lo mat diplomat 5. pres i dent president 6. de tec tive detective


Discuss the syllable patterns. [NOTE: There are schwa sounds in the open syllables in diplomat and president. The final syllable in detective uses the suffix –ive with a short vowel because of the letter v.]


Teacher Introduction

[NOTE: The procedure in this lesson is the same as other Smooth Readings, except that you will not model the strategy.]

Lesson 29

Lesson Plans 29-7

Say, “Now we are going to apply all the things we have been learning to reading. You have learned a lot, so let’s see how you do with this. I’m not going to model how to read the difficult words this time. You’re ready to do it on your own.”

Say, “Turn to Activity D. This comes from a newspaper article.”

Display the Smooth Reading transparency/PowerPoint.


Use It or Lose It

As people become older, their memory often starts declining. Medical researchers have found that you can preserve your memory if you engage in activities that make you think. Mentally challenging activities like playing bridge, taking lessons, and reading can help prevent senility. Researchers have also studied the effects of antioxidants like vitamins C and E.


the words in bold italics. Be sure the sentences make sense. Raise your hand if you need help.”








Lesson 29


Activity Book, Lesson 29, Activity A Syllable Types

1. Underline the CVC syllables below.

im co ear tle ome eck er tain ab ite

2. Underline the open syllables below.

im co ear tle ome stri er tain ab re

3. Underline the VCe syllables below.

im ete ear tle ome stri er ap ab re

4. Underline the Cle syllables below.

im co ear tle ome stri er tain stle re

5. Underline the vowel digraph syllables below.

peat co oim tle ome stri er tain ab re

6. Underline the r-colored syllables below.

im co ear tle ome stri er tain ur re

Lesson 29


Activity Book, Lesson 29, Activity B Divide the Words Group 1:

un/will/ing/ly dis/hon/est

im/poss/ible in/ac/cur/ate

in/ter/act/ive sub/scrib/ing or sub/scri/bing

Group 2:

com/bat spec/trum

pen/ny ex/tract

wig/gle ac/com/plish/ment

Group 3:

re/flect cab/in

e/vil dev/il

u/til/ize ren/o/vate

Group 4:

e/las/tic in/tim/i/da/ting

im/pro/vise man/ip/u/late

sym/pa/thy un/pro/fes/sion/al

Lesson 29


Activity Book, Lesson 29, Activity C Write the Words by Syllable

1. ar gu ment argument

2. fan tas tic fantastic

3. en ter tain entertain

4. dip lo mat diplomat

5. pres i dent president

6. de tec tive detective

Lesson 29



Use It or Lose It

As people become older, their memory often starts

declining. Medical researchers have found that

you can preserve your memory if you engage in

activities that make you think. Mentally

challenging activities like playing bridge, taking

lessons, and reading can help prevent senility.

Researchers have also studied the effects of

antioxidants like vitamins C and E.

Lesson Plans 30-1

Lesson 30

Grand Finale

Lesson Overview

This is the final lesson of the curriculum. This lesson provides an application of all the knowledge acquired in the entire curriculum in reading and spelling multisyllabic words. This lesson includes the following parts:

- How English Works - Counting Sounds - Recognize Syllables and Morphemes - More Practice with Multisyllabic words - Final Application


Objective To demonstrate the role of phonology and orthography (spelling) in reading and spelling words To celebrate what students have accomplished

Materials Strategy for Reading Multisyllabic Words Chart Three Transparencies/PowerPoints:

- Activity Book, Lesson 30, Activity A: Count the Sounds - Recognizing Syllables - Activity Book, Lesson 30, Activity B: Identify the Prefixes

and Suffixes

Preparation

For the final Smooth Reading exercise in the curriculum, we suggest that you select a text from the rest of your curriculum. Of course, we hope that you have been asking students to apply their new decoding and spelling skills throughout the year. We think that applying the new strategies and knowledge to other text will drive home the point that they need to apply what they have learned whenever they read. Just choose a short selection that will challenge and engage the students. You can select the difficult words in it or just let them use the strategy when they need it.

Lesson 30

Lesson Plans 30-2

How English Works Estimated Time: 5 min.

Say, “During this course we learned a lot about how English works. In other

words, we studied linguistics. So, what is linguistics?” (The scientific study of the language.)

Say, “Good. Let‟s talk about the particular areas of linguistics that we studied.

We have studied phonology. What is phonology the study of?” (sounds) Say, “Right. It is important to know the way sounds map onto letters.”

Say, “We have also studied orthography. There is another simple word for

orthography. Does anyone remember what orthography is?” (Spelling or the patterns in language.)

Ask, “Does anyone remember the name of the area of linguistics that studies

the history of a word and its meaning?” (Etymology)

[NOTE: Go quickly through the terms above. If students are having trouble remembering the terms, provide them.]

Say, “Very good. Let‟s talk about phonology and orthography.”

Ask, “Does anyone remember how many letters are in English?” (26)

Ask, “And how many sounds, or phonemes, are there?” (Around 40,

depending on the dialect.) Say, “We don‟t have the same number of sounds and letters. Why are there

more sounds than letters?” (Letters are combined to represent new sounds.) Say, “Correct. Both vowels and consonants can work together to make a new

sound.” Ask, “Please give me an example where two consonants are combined to

represent one sound.” (ch in champion, sh in ship) Ask, “Now, can someone give me an example where vowels are combined to

represent a new sound?” (o-i in oil represents the sound /oi/)

Counting Sounds Estimated Time: 10 min.

Say, “Let‟s count the phonemes that we hear in the words.”

Lesson 30

Lesson Plans 30-3

≈ Write street on the board.

Ask, “How many letters are in the word street?” (6)

Ask, “And how many sounds?” (5)

Ask a student to segment the sounds. Repeat by demonstrating the

segmentation yourself. Say, “Right. So there are more letters than sounds.”

≈ Write box on the board.

Ask, “How about the word box? How many letters are here?” (3) Ask, “And how many sounds?” (4)

Ask a student to segment the sounds. Repeat by demonstrating the

segmentation yourself. Say, “So, this is an example of the case where there are more sounds in the

word than letters that represent those sounds. And, as you well know, there can be more letters than sounds in a word as well, like in street. Let‟s look at another an example.”

≈ Write:

tea head break

Ask, “How many sounds can you count in these words?” (2, 3, 4)

≈ Underline the ea in each word.

Say, “In each of these words we have the letters e and a coming together to

make three different sounds. What sound does the e and a make in these words?” (long-e in tea, short-e in head, and long-a in break)

Say, “Thank you. Now you know that the number of letters does not always

match the number of sounds, and that letters can represent different sounds depending on the word.”

Say, “Let‟s count some more sounds in the words that contain the patterns we

have discussed in this curriculum.”

Lesson 30

Lesson Plans 30-4

Say, “Look at Activity A. The first word is key. Please segment the word into each of its sounds.” (/k/ /ē/)

Ask, “What is the digraph or letter combination in this word?” (e-y) So, these

two letters make which sound?” (/ē/) Say, “Correct. So, we have three letters in this word, but only two sounds.

Write the number of sounds in the blank next to each word. Please do the rest of the Activity now.”

Activity Book, Lesson 30, Activity A Count the Sounds

1. key 2 2. throne 4 3. glove 4 4. grasp 5 5. fix 4 6. slow 3


Recognizing Syllables and Morphemes Estimated Time: 15 min.

Display the transparency/PowerPoint with antidisestablishmentarianism on it. Ask, “Do you remember this word? We looked at this word on the first day of

class.”

Ask students to divide this word into its parts and practice reading it aloud. Invite students to work with a partner. Remind them to work with the largest chunks in the word they recognize. When they have had enough time to work on the word, ask a student to read the word.

Ask, “What chunks did you divide the word into?

Work through the most logical chunks with students, but accept all of their

reasonable answers. One possible answer would be: „First, I divided off the prefixes anti and dis and the suffixes ian and ism. Then I saw establishment. (Or establish.) Then I just had the syllable ar left. When I read the word, I realized that the t and the end of ment went with the ar syllable. So, I divided this word into 6 chunks.‟

Ask, “Let‟s see how many syllables there are. Can someone read the word to

me by syllable?”

Lesson 30

Lesson Plans 30-5

≈ Write the word syllable-by-syllable on the board, as the student says them:

an ti dis es tab lish men tar i an ism. Say, “So, there are eleven syllables in this word. How many of them are CVC

syllables? (8) Can someone name all the CVC syllables?” (an, dis, es, tab, lish, men, an, ism)

Ask, “How many are open? (2) Can someone name them, please?” (ti, i)

Say, “There is one r-colored syllable. Can you name it?” (tar)

Ask, “Can someone read the whole word please?”

Ask, “What is the root of this word?” (establish)

Ask, “What do we call the part of the word that comes before the root?”

(prefix) Ask, “How many prefixes are there? (2) What are they?” (anti and dis)

[NOTE: Antidisestablishmentarianism means „a political philosophy that is against the separation of church and state.‟]

Ask, “What do we call the parts of the word that come after the root?”

(suffixes) Ask, “How many suffixes do you see in this word? (3) What are they?” (ment,

ian, ism) Say, “Right. Now you know that there are prefixes and suffixes that are shared

among different words because they convey the same meaning.” Ask, “What is the meaning of prefix anti- ? (against) Can you think of a word

that contains this prefix?” (i.e. antibiotic) Ask, “What is the meaning of the ending –e-d in fixed?” (Past tense)

Say, “Very good. Let‟s find some more suffixes and prefixes that are shared

among words to convey the same meaning. Please turn to Activity B.” Say, “Put a box around the prefixes and suffixes in these words.”

Lesson 30

Lesson Plans 30-6

Activity Book, Lesson 30, Activity B Identify the Prefixes and Suffixes

1. antifreeze

2. encouragement

3. replacement

4. transferable

5. underweight

6. unfriendly

7. prehistorical

8. reaction OR reaction


More Practice with Multisyllabic Words Estimated Time: 10 min.

Say, “You will probably never come across the word antidisestablishmentarianism in your reading. But there are plenty of other words that you might see. One area where you might see complex words is medical literature. You might read a medical report or information about your insurance plan.”

Say, “In Activity C, there are some very long words that are medical terms.

They are all words that you might see in a medical report or medical insurance booklet. Let‟s see if you can read them. If you get stumped, use the Strategy for Reading Multisyllabic Words. These are hard and uncommon words. Just think of them as puzzles to figure out using what you have learned.”

Say, “I‟ll give you a few minutes to read the words below to yourself. Then I‟ll

ask each of you to read a word or two aloud. Let me know if you want me to help you figure out any of these difficult words.”

Lesson 30

Lesson Plans 30-7

Activity Book, Lesson 30, Activity C Read the Long Words

carbohydrates malignant pharmacology mammogram surgical immunization coronary rehabilitation hospitalization medications

Call on individual students to read words and tell what the syllables are. Praise

them for figuring out these difficult words.

[NOTE: You can modify the procedure for Activity C to meet the needs and abilities of your students. We put in these difficult words to show the students how much they have learned. If you think the students will not have success decoding at least a few of these words, then you might opt to do them all together as a class with your support.]

Final Application Estimated Time: 5 min.

Say, “We have come to the end of our study of words. You have learned a great deal about how words work. You are better readers and spellers. English is a rich and complex language. We have not studied everything there is to know about English, but you now know a great deal. Most importantly, you know how to think about words. When you come across a word that is difficult to read or spell, think of it as a puzzle to be solved. Now you have the knowledge and the tools to solve that puzzle. I am proud of what each of you has accomplished.”

Say, “As a final activity, you will read a Smooth Reading text I selected for you

from the rest of the reading curriculum. Do the Smooth Reading activity as you always do.”

[NOTE: In this last lesson, you might decide to omit modeling the strategy. You can identify the difficult words for them or just let them apply the strategy when they need it. But do ask them to explain how they figured out the words, and do model fluent reading and have them read in pairs.]

Thanks for all your hard work in teaching the curriculum and supporting your students!

Lesson 30


Activity Book, Lesson 30, Activity A Count the Sounds

1. key 2

2. throne 4

3. glove 4

4. grasp 5

5. fix 4

6. slow 3

Lesson 30


Recognizing Syllables

antidisestablishmentarianism

Lesson 30


Activity Book, Lesson 30, Activity B Identify the Prefixes and Suffixes

1. antifreeze

2. encouragement

3. replacement

4. transferable

5. underweight

6. unfriendly

7. prehistorical

8. reaction OR reaction

Lesson Plans

Appendix

Six Syllable Patterns of the English Language CVC A CVC syllable has 1 vowel and ends in a consonant. The vowel is usually short.

big, stamp, ish, trom VCe A VCe syllable has a vowel, 1 consonant, and a final-e. The e is silent. The vowel is usually long.

bake, tote, skate, ite Open An open syllable has 1 vowel at the end of the syllable. The vowel is usually long.

hi, pre, cra

Consonant-l-e (Cle) A Consonant-l-e syllable comes at the end of a word.

purple, stumble, table R-colored An r-colored syllable has an r after the vowel. The r changes the sound of the vowel.

car, stir Vowel Digraph (V V) A vowel digraph syllable has 2 vowels together.

wait, read, joint

Spelling Rules

Doubling f, s, or l in CVC Syllables One-syllable CVC words that end in f, s, or l, double the final f, s, or l.

off, skull, dress

Spelling the Sound of k, j, and ch at the End of CVC Syllables At the end of a CVC word, use c-k for the sound of k, d-g-e for the sound of j and t-c-h for the sound of ch.

back, catch, edge

Dropping the Silent e in VCe Syllables When a word ends with a silent e, drop the e when you add a suffix beginning with a vowel.

bake + ing = baking, smoke + y = smoky

Doubling the Final Consonant in CVC Syllables (The 1-1-1 Rule) If a one syllable root word ends in one consonant with one vowel before it, double the final consonant of the root word if the suffix begins with a vowel.

big + er = bigger, hop + ed = hopped

Changing y to i When a word ends in y, change the y to an i when adding a suffix.

copy + ed = copied cry + ed = cried

EXCEPT When the suffix is -ing

cry + ing = crying

Strategy for Reading Multisyllabic Words

Check the Context Read the rest of the sentence and see if you can figure out

the word from context.

Look for Chunks Is it a compound word? rain / bow Is there a prefix or suffix? un / help / ful

Divide the Word and Say Each Syllable • Underline each vowel or vowel pair. Don’t mark silent e (as

in make). • If a vowel is followed by 2 or more consonants, divide

between the consonants, keeping blends and digraphs together.

Sep / tem / ber con / struct tur / tle • If a vowel is followed by 1 consonant, try dividing before the

consonant. If that doesn’t work, try after the consonant. ra / dar lim / it • Look for the syllable pattern.

Be Flexible Try putting the stress on different syllables. Remember the schwa sound.

Check the Context Re-read the sentence to make sure it makes sense.

Prefix Meaning Example

anti- against antifreeze

de- opposite defrost

dis- not, opposite of dislike

en- cause to encode

fore- before foretell

in- in inside

in- not inconsistent

inter- between international

mid- middle midnight

mis- wrongly mistrust

non- not nonsense

over- over overall

pre- before preschool

re- again replay

sub- under subzero

super- above superstar

trans- across transfer

un- not unhappy

Suffix Meaning Example

-able, -ible can be done comfortable

-al having characteristics of personal

-ate act on activate

-ed past tense jumped

-en made of wooden

-er compare richer

-er, -or one who teacher, actor

-est compare richest

-ful full of helpful

-ing verb form jumping

-ion process of subtraction

-ive characterized by active

-less without hopeless

-ly describes how warmly

-ment process of payment

-ness condition of sickness

-s, es plural dogs, buses

-y describes sneaky

Common Suffixes

Suffix Example

-able, -ible

fixable

-al personal

-ate activate

-ed jumped

-en wooden

-er richer

-er, -or teacher,

actor

-est richest

-ful helpful

-ing jumping

-ion reaction

-ive active

-less hopeless

-ly warmly

-ment payment

-ness sickness

-s, es dogs, buses

-y sneaky

Common Prefixes

Prefix Example

anti- antifreeze

de- defrost

dis- dislike

en- encode

fore- foretell

in- inside

in- injustice

inter- interact

mid- midnight

mis- mistrust

non- nonsense

over- overall

pre- preschool

re- replay

sub- subzero

super- superstar

trans- transfer

un- unhappy

Six Syllable Patterns of the English Language

CVC: The vowel is usually short. big

VCe: The e is silent. The vowel is usually long.

bake

Open: The vowel is usually long. hi

-Cle: Comes at the end of a word. purple

R-colored: The r changes the sound of the

vowel. bird

Vowel Digraph: 2 vowels together. wait

Strategy for Reading Multisyllabic Words

Check the Context

Look for Chunks un / help / ful

Mark the Vowels, Divide the Word, and Say Each Syllable

Divide between 2 or more consonants. Sep / tem / ber con / struct tur / tle

Divide first before and then after one consonant. ra / dar lim / it

Be Flexible

Check the Context

making sense of decoding and spelling: an adult reading...

Documents